thinking about climate change

Transcription

THINKING ABOUT CLIMATE CHANGE
A GUIDE FOR TEACHERS AND STUDENTS
THINKING ABOUT CLIMATE CHANGE
Written for teachers by teachers, this resource is designed to make
teaching about climate change easy and accessible. It provides ideas for
teachers in all states across key learning areas, and prepared worksheets
appropriate for years 7–10. Including material drawn from Tim Flannery’s
We Are the Weather Makers, it offers a valuable learning opportunity
for students and will help develop both their thinking skills and
understanding of climate change—the science, impacts and solutions.
Also available online at www.theweathermakers.com
NOT FOR SALE
This is a free publication.
TEXT PUBLISHING
COVER PHOTOGRAPH: GETTY IMAGES COVER DESIGN: SUSAN MILLER
THINKING ABOUT
CLIMATE
CHANGE
n
Based o
nery’s
Tim Flan HE
T
WE ARE
R
WEATHE
S
MAKER
THINKING ABOUT
CLIMATE
CHANGE
devised by:
David Harding
Rose Iser
Sally Stevens
TEXT PUBLISHING
The Text Publishing Company
Swann House
22 William Street
Melbourne Victoria 3000 Australia
www.textpublishing.com.au
Copyright © Text Publishing 2007
Excerpts © Tim Flannery
ALL RIGHTS RESERVED.
All or part of this publication may be photocopied or printed providing it is for educational,
non-profit purposes only. No part may be otherwise reproduced, stored in or introduced
into a retrieval system, or transmitted in any form by any means electronic, mechanical or
recording without the prior consent of the copyright owner and the publisher of this book.
Book design & typesetting: Susan Miller
Illustrations: Angela Ho
Printed and bound in Australia by Print Bound
NOT FOR SALE
This is a free publication.
Printed on monza satin recycled paper: 30% pre-consumer waste, 25% post-consumer waste,
45% forestry standard certified plantation paper.
This booklet has been produced using a Clean Green Print philosophy which
means all the processes involved with its manufacture are guaranteed to have
minimum impact on the environment. For more information on this initiative,
please visit www.cleangreenprint.com
The carbon emissions associated with the production and distribution of this
booklet have been neutralised through Climate Friendly.
About This Resource
Tim Flannery’s seminal books The Weather Makers
and We Are the Weather Makers changed minds and
hearts about global warming. They contributed to a
radical shift in our nation’s understanding of climate
change and the need for an urgent response.
Now, as a joint initiative between Tim Flannery, the
Purves Environmental Fund and Text Publishing,
the material from Flannery’s award-winning books
has been modified into this tool for the nation’s
classrooms: Thinking About Climate Change: A Guide
for Teachers and Students.
Across the curriculum disciplines of Maths, Science,
the Humanities and Information Technology, this
resource offers lesson plans, research aids and
discussion suggestions to allow teachers and students
to explore the implications and complexities of climate
change and to learn and practice relevant skills.
It has been compiled and tested by curriculum
professionals and practising teachers and fact-checked
by Professor Will Steffen, Director, The Fenner School
of Environment and Society, Australian National
University.
Professor Flannery is delighted that his work has
been adapted into this learning resource. The guide
includes a message from him, and material drawn
directly from We Are the Weather Makers.
Lessons have been constructed for students between
years 7 and 10 with a focus on ‘Thinking Skills’ to
ensure its relevance to contemporary classroom
practices.
The guide, sponsored by the Purves Environmental
Fund, is COMPLETELY FREE. Distributed in multiple
copies to all secondary schools in Australia in
November 2007, it is also available online at www.
theweathermakers.com. This site will be updated with
activities, news, links and additional teaching tools.
Every secondary school in Australia was sent a free
copy of We Are the Weather Makers in 2006, which
will allow teachers to support their lessons with direct
study from the book. While this resource does not
need to be taught alongside class sets of We Are the
Weather Makers, schools who wish to complete the
study unit in this way will be able to purchase multiple
copies of the book at a substantial discount through
the publisher at books@textpublishing.com.au.
Thinking About Climate Change makes teaching
about climate change issues easy and accessible
for teachers in all states across key learning areas.
We hope that it will provide a valuable learning
opportunity for students and will help them develop
their understanding of climate change—the science,
impacts and solutions.
Acknowledgments
Tim Flannery, the Purves Environmental Fund and
Text Publishing would like to thank the authors Rose
Iser, David Harding and Sally Stevens, Professor
Will Steffen for his climate science expertise, all
the education professionals who provided advice
and guidance, Alison Atherton for her support and
guidance and Gemma Rayner who managed the
development of the resource from inception to
completion and ensured our vision was realised.
About the Sponsor
About the Authors
The Purves Environmental Fund was set up in
2004 by Robert Purves. Robert is passionate about
developing solutions to critical environmental issues.
He believes that climate change is the greatest
challenge humanity has ever faced.
Tim Flannery is a writer, scientist and explorer. He
has published over a dozen books, including the
award-winning bestsellers, The Future Eaters and
Throwim Way Leg. A leading thinker in environmental
science, Tim is a member of the Wentworth Group
of Concerned Scientists. He is also the National
Geographic Society’s Australasian representative and
a director of the Australian Wildlife Conservancy. Tim
lives in a sustainable house on the Hawkesbury River
with his wife and a lot of wildlife. In January 2007 Tim
Flannery was made Australian of the Year.
Robert is a businessman, a farmer, and
environmentalist and the father of two teenage sons.
As a father, Robert is personally concerned that his
children and others be given the opportunity to learn
about climate change, and what we can do about it,
both as individuals and as a society.
The Purves Environmental Fund has been proud to
support Tim Flannery, one of Australia’s most eminent
scientists and 2007 Australian of the Year, in his
efforts to improve awareness of the climate challenge
through the ‘Weather Makers’ series of books. Robert
and Tim have also been members of the Wentworth
Group of Concerned Scientists since it was convened
in 2002.
In 2006 The Purves Environmental Fund sponsored
the mail-out of a copy of We Are the Weather Makers
to every secondary school in Australia. The Purves
Environmental Fund is delighted to support this new
‘Weather Makers’ initiative Thinking About Climate
Change: A Guide for Teachers and Students. With
understanding comes the opportunity to create
change—we hope this guide will inspire today’s
students to be tomorrow’s leaders in dealing with the
challenges of climate change.
Rose Iser has been teaching, developing curriculum
and writing teaching resources for ten years. She
is also a lawyer and mother. More recently, she
successfully stood for local government and hopes
to make a difference to the future of our environment
through her writing, teaching and political leadership.
Sally Stevens has been teaching for seven years in
the English, History, Geography and International
Relations subject areas. She has a keen interest in
Middle Years Education and has been a presenter
at various conferences on issues including Middle
Years Innovation. Sally is passionate about giving
prominence to environmental issues in education.
David Harding has been teaching for the past three
years in the Maths and Information Technology
areas. His teaching methods have a strong focus on
discovery based learning and making topics relevant
to the world in which his students live. His interest
in raising awareness about climate change comes
from the time David spent working in the Horticulture
sector prior to teaching.
Contents
A Message from Tim Flannery . . . . . . . . . . . . . . . . . . . . . . . . 2
How to Use This Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Thinking Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Climate Change Context and Overview . . . . . . . . . . . . . . . . 9
Humanities Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Science Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Maths Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
IT Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Classroom Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
T H I N K I N G A B O U T C L I M AT E C H A N G E :
Links with Curriculum Standards in Australia . . . . . . . . . . . 8
1
A Message from Tim Flannery
In
the world we currently inhabit, the metabolism of our economy is on a collision course
with the metabolism of our planet. That’s because fossil fuels provide much of our
energy, and in burning them we are liberating dangerous amounts of greenhouse gas to the
atmosphere. There is now near universal agreement that this must be severely curtailed in the
next few decades, otherwise our planet will experience dangerous climate change. This is both
a threat and an opportunity, and because the changes to come in the next half-century will be
profound, they are particularly relevant to younger people.
For these reasons, I feel strongly that young Australians should be given the chance to
understand climate change as soon as possible. This will help them deal not only with the
immediate challenges facing us, but the longer term ones. It will, for example, assist them in
making career choices, for some businesses will expand greatly while others will decline. It will
also assist them with consumer choices, because as their understanding of climate change
grows, individuals will develop new attitudes about what is appropriate and moral. Young
Australians may even grow up in a world where the relationships between nations will shift. This
may occur in part because the tropical rainforests offer a great way of drawing carbon pollution
from the air, so the poorest farmers on our planet may become crucial partners to the wealthy
nations as they seek to stabilise their climate.
One of the most exciting, and immediately relevant, opportunities for young people concerns the
new technologies for generating electricity, and providing transport without creating greenhouse
gas pollution. In coming decades, these vital tools for stabilising our climate will be developed
and brought to market by today’s school children. And tomorrow’s economists will struggle with
issues that are new to us. An entire new global market – a trade in carbon – will be established,
which will have broad implications for many aspects of our lives.
Climate change has already brought a revolution in the sciences. For the first time, it has forced
a deeply integrating trend in the way we view our world. Biologists now know that it’s fruitless
to attempt to rescue endangered species without understanding how our atmosphere is
altering, and once esoteric branches of science, such as the study of Earth’s polar ice caps and
ocean function, have a new relevance. In short, climate change is teaching us that everything is
connected to everything else on Earth.
For all of these reasons, I believe that the study of climate change is relevant to a great many
of the subjects our children undertake, and that by increasing their understanding of the issue
they will see the relevance of such disciplines anew. Indeed, as their understanding of the issue
develops I believe that they will start seeing the world in a new way, a way that most of us have
not possessed. That may seem like a large claim, but as we move to address climate change, so
many aspects of our world will alter that it will be little short of a revolution.
I hope that in this teacher’s pack, and in We Are the Weather Makers, you will find the tools you
need to engage your classes fully in the issue.
Good Luck,
Tim Flannery
2007 Australian of the Year
2
How to Use
use this
ThisResource
Resource
T
here are many different approaches to teaching students about the complex issues surrounding climate change.
This teacher resource provides ideas and prepared worksheets appropriate for years 7–10, to enable teachers to
develop students’ thinking skills through a study of material drawn from Tim Flannery’s We Are the Weather Makers.
Written for teachers by teachers, it is designed to be used in a number of different ways depending on the
curriculum directions of your school.
In this resource, you will find a series of individual worksheets organised into four discipline areas: Humanities,
Science, Mathematics and IT. Your students could complete the worksheets:
•
•
•
•
in conjunction with an English/literacy-based text study of We Are the Weather Makers
as a multi-disciplinary or cross-curricular unit of work on climate change
as discrete classes in the disciplines of English, History, Geography, Science, Maths or IT
as part of a unit of work on climate change or environmental studies in any of the individual disciplines listed above.
We do, however, encourage you to first run a class from the general section of the resource, Climate Change
Context and Overview, to give students a basic introduction to climate change.
Student Worksheets
Each worksheet is appropriate for a discrete class running for approximately 60 minutes, or multiple classes if project
work and research is adopted. The time needed to complete activities and worksheets will of course vary, according to
students’ year level, skills, prior knowledge, needs and interests. There are sections common to each worksheet:
•
•
•
An extract from the text We Are the Weather Makers, which sits in the ‘cloud’ at the top of each page
Reaction to the text: a tool to gauge students’ prior knowledge and understanding of the topic and
comprehension of the extract
Three to four learning activities designed to develop students’ thinking skills
Reflection and self-assessment—What have I learnt?
Diagrams of ‘thinking tools’ and illustrative prompts to help complete activities and experiments
Some worksheets require additional materials, but many of these are supplied in the Tips for Teachers pages that
accompany each worksheet or on the website www.theweathermakers.com.
Tips for Teachers
Teachers should read the Tips for Teachers page after reading its companion Student Worksheet when planning
lessons. They provide practical directions and guidelines for teachers, and suggest extension activities for students.
References on these pages to ‘the book’ refer to We Are the Weather Makers, a free copy of which was sent to all
secondary schools in 2006. The Tips for Teachers pages also provide discussion points, explanations of tasks and
experiments, references to ‘thinking tools’ found in the next section of this resource, and other useful information.
Educational practice around Australia has shifted from a focus on knowledge to a focus on skills—particularly
thinking and problem-solving skills. Our knowledge of our planet and its climate is ever-changing, but our students
require an extensive skill-set to solve the problems faced by humans.
Each of the worksheets incorporates a number of thinking skills which are embedded in the learning activities. Many
of these will already be familiar to you, but additional information is supplied in the next section of this resource.
Additionally, there are a number of classroom resources for teachers at the end of this guide.
Thinking Skills
The learning activities in this resource are designed to develop the following thinking skills:
•
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•
•
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Critical thinking skills (e.g. analysis, synthesis, summary, evaluation, comparison, classification)
Creative thinking skills (e.g. elaboration, flexibility, originality)
Metacognition (e.g. reflection, self-assessment)
Inquiry and problem-based learning (e.g. decision making)
Research skills
Pedagogical focus
•
•
3
Thinking Tools
T
he learning tools employed in many of the activities in this resource are devices which
are commonly promoted and used in schools across Australia and internationally. They
have been pulled from a variety of different sources. A reference list with a brief explanation is
provided below.
Thinking Tool
Picture where relevant
5 Whys
Analysis
Students are presented with a ‘why?’ question to which they respond. They are then asked
a further ‘why?’ question about their response and so on. The process asks students to
consider their responses deeply and question the assumptions in their responses.
A-Z Brainstorm
A…
E…
Creativity, elaboration, fluency
B…
F…
C…
G…
D…
H… etc.
Brainstorm
Fluency, elaboration, recall
Explanation
This is a structured brainstorm in which students are
provided with a prompt. Students are asked to think of
a word or phrase related to the topic which commences
with each letter of the alphabet.
Participants generate as many ideas as they can about the topic. These are recorded
either in table groups or on the board.
Rules
• Quantity not quality
4
• Hitch-hiking on others’ ideas is to be encouraged
• No criticism is allowed (positive or negative comments to be avoided)
• Writer must write as said—no paraphrasing
Comparison Alley
Comparison, analysis
Cause
Effect
See classroom resource
page 83.
SUBJECT
Differences
Differences
rit
ies
Analysis, summary, justification
page 78.
ila
Cause and Effect
Sim
• Be free-wheeling, anything goes
SUBJECT
Students identify causes and effects and make these
clear graphically in a table, flow diagram or other
diagrammatic form.
This is another form of graphic representation of
comparative analysis—similar to a Venn Diagram.
Thinking Tool
Graffiti Wall
Students write their responses to a prompt on a large sheet of paper to create a ‘graffiti
wall’ of ideas and responses
Creativity, Analysis
Explanation
Steps
1. Write a different prompt on several large sheets of paper.
2. Group students and distribute one sheet to each group.
3. Give students a specified time to write responses to the prompt on the paper.
4. Circulate topics around the room so that each group responds once to each topic.
5. Display the Graffiti Walls around the classroom and have students report further on
the topics.
KWL
Self-assessment, prediction,
inquiry
Mind Map or Spider Map
What do I Know?
What do I Want to know?
What have I Learnt?
page 79.
Decision making, evaluation
Mind mapping is a simple process where students
undertake creative thinking, planning and summarising.
How can I use it?
Mind/Spider map
Placemat
Students complete two columns of a table at the
commencement of a topic or lesson: what do I know
about the topic? What do I want to know about the
topic? It is useful to combine these on the board as
a class. This can generate some focus questions for
research. At the completion of the topic or class,
students complete the third column: what have I learnt?
page 82.
•
Keep words to a minimum
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Print along the lines
•
Use colour
•
Use symbols and other three dimensional shapes to
help your ideas stand out.
1. Divide a large piece of paper into sections—1 section
per group member.
2. Draw a circle in the middle of the paper.
3. Each group member writes their own ideas about the
issue, or topic in their section.
PMI
Analysis
page 74.
Plus
Predict, Observe, Explain
Inquiry, prediction, analysis,
justification
Minus
Interesting
Students complete the table by writing their own
‘pluses’, ‘minuses’ and ‘interesting aspects’ of the
subject.
Before commencing an activity, students commit to a prediction (predictions could be
about the results of an experiment, the responses of others, the meaning of a word or
concept, etc.). Predictions must be written down or recoded in some form.
4. As each group member shares their responses with
the group, appoint a scribe to record the common
responses in the circle.
Creativity, elaboration, fluency
page 86.
Students then observe the activity before explaining the ways in which their prediction
matched the results and why.
5
Thinking tools
Thinking Tool
Explanation
Question Matrix
page 80.
Students use question stems as prompts to generate
their own questions on a topic. They can then share their
questions with classmates and select the most probing,
relevant and answerable questions.
Inquiry
Event
Ranking Ladder
Decision-making
Situation
Choice
Person
Reason
Means
Present
WHAT IS?
WHERE/
WHEN IS?
WHICH IS?
WHO IS?
WHY IS?
HOW IS?
Past
WHAT DID?
WHERE/
WHEN DID?
WHICH DID?
WHO DID?
WHY DID?
HOW DID?
Possibility
WHAT CAN?
WHERE / WHEN
CAN?
WHICH CAN?
WHO CAN?
WHY CAN?
HOW CAN?
Probability
WHAT WOULD?
WHERE / WHEN
WOULD?
WHICH
WOULD?
WHO WOULD?
WHY WOULD?
HOW WOULD?
Prediction
WHAT WILL?
WHERE / WHEN
WILL?
WHICH WILL?
WHO WILL?
WHY WILL?
HOW WILL?
Imagination
WHAT MIGHT?
WHERE / WHEN
MIGHT?
WHICH MIGHT?
WHO MIGHT?
WHY MIGHT?
HOW MIGHT?
page 77.
1
Students are scaffolded through the process of
prioritising according to certain criteria. The exercise
requires students to consider the relative importance of
items and justify their evaluation.
2
Steps
3
1. List or brainstorm items
4
2. Identify and make known the criteria for evaluation
5
6
3. Rank items according to criteria individually or in
groups and complete ranking ladder chart
7
4. Compare and justify ranking
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10
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SMART Goals
SMART GOALS – Specific, Measurable, Achievable, Realistic, Time-limited
Reflection, analysis, personal
learning
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SPECIFIC: Describe what you want to accomplish with as much detail as possible.
Outline the steps you need to do it.
•
MEASURABLE: Describe your goal in terms that can clearly be evaluated.
•
ATTAINABLE: Identify a goal you know you are actually capable of achieving with a
little stretch!
•
RELEVANT: Make sure it fits in with what you’re trying to do.
•
TIME-LIMITED: Break longer term goals into shorter ones and clearly specify target
completion dates.
Starters:
I would like to have achieved…
My goal is to…
I want to complete…
I want to improve on…
I’d like to try to…
By the end of the semester I want to…
An area I’d like to focus on this semester is…
SWOT Analysis
Analysis, justification
page 75.
Strengths
Weaknesses
Opportunities
Threats
Students analyse the subject matter and list the
Strengths, Weaknesses, Opportunities and Threats.
Students record their responses either individually or as
a group on the SWOT Table and should also be asked to
justify their responses.
Thinking Tool
Think, Pair, Share
1. THINK—Students think individually about an issue, question or problem and record
their thoughts.
(Collaboration, checking
understanding)
Explanation
2. PAIR—Discuss ideas with a partner and record what they have shared.
3. SHARE—Share with the whole group or join another pair to reach consensus.
Venn Diagram
Comparison
page 85.
Venn Diagrams help students to illustrate the
relationship between or among two or more sets of
things or ideas. This strategy helps students to make
their thinking explicit and visible. They are useful for
finding similarities and differences.
How can I use it?
1. Draw two large circles that overlap.
2. Each circle should represent a different topic/issue.
Students should record all the ‘differences’ between
the topics/issues in these sections of the circles
3. The overlapping section is to record the ‘similarities‘.
Worm Evaluation
Analysis, evaluation, decisionmaking
page 84.
Worm evaluation
Effect
Strongly agree
Neutral
Slightly disagree
Disagree
Strongly disagree
Y Chart
Classification, evaluation
page 76.
Looks Like
A Y Chart lists what the topic looks like, sounds like
and feels like. Students should record their feelings and
thoughts in the relevant section of the Y Chart.
How can I use it?
The Y Chart helps students clarify concepts or ideas.
Feels Like
Sounds Like
Have students draw a Y and label it accordingly. They
should then list all their responses to these sections.
!
Agree
Slightly agree
Like the ‘worm’ used during televised political debates in
Australia, students graphically represent their responses
to arguments. The axis should be labelled with a range
from strongly disagree to strongly agree and students
graphically illustrate the level of their agreement while
listening to a debate or discussion.
7
Links with Curriculum Standards in Australia
The different curriculum frameworks across the States of Australia all share some key learning standards. The
worksheets in this resource have been matched to many of these common standards in the matrix below. The
authors recognise that the emphases or wording of the standards may differ across the states and that some states
are currently reviewing their key learning standards.
Worksheets
BCKG
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15 16 17 18 19 20 21 22 23
English
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Reading
Writing
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Viewing and representing
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Geography
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Communicating geographical
information and applying
appropriate geographical tools
Knowledge of the characteristics
of environments and how
communities interact with the
environment
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Knowledge of the nature of
history, past societies and periods
and their legacy
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Science
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Nature and practice of science
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Current issues, research and
development.
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Implications of science for society
and the environment
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Applications and uses of science
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History
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Mathematics
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Working Mathematically
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Number
Patterns and Algebra
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Measurement, Chance and Data
Technology/ICT/IST
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Knowledge of a range of
computer software and hardware
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ICT for communicating
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Responsible use of information
and software technology
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Thinking Skills
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Problem-solving skills
Creativity, imaginative and
interpretive
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Reasoning, processing, critical
thinking and inquiry
Reflection, evaluation and
metacognition
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Research skills
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Climate Change Context and Overview
Page
‘What Is Climate Change?’: extract from We Are the Weather Makers
10
Comprehension Exercises
12
Summarising We Are the Weather Makers
13
Scavenger Hunt
15
Further Research Ideas/Resources
16
This section of the guide is designed to provide an overview of some of the
issues and implications of climate change and a broader context for study.
It contains: an edited introduction from We Are the Weather Makers, a
chapter-by-chapter breakdown of the book, a number of comprehension
exercises to ensure students have a grounding in the issues, and a range
of further research suggestions and resources. It is advisable to look
over the materials here before beginning any unit of study on climate
change, because although the lessons contained throughout this resource
are designed to stand alone, a basic level of climate change awareness is
assumed.
What is Climate Change?
T
his is an edited extract from Tim Flannery’s We Are the Weather Makers.
‘We are the weather makers’ is a serious thing to say.
And if anyone had said to me a decade ago that our
planet was in urgent danger I wouldn’t have paid
much attention. But in the last decade climate science
has undergone a revolution, and now we understand a
great deal more about Earth’s climate system and how
it is changing. Climate is always changing, of course,
but it is now doing so at an unnatural pace, and we
are causing it. Unfortunately, most of those changes
will damage our world.
My hope is that people can continue to have the
chance, as I did, to stand on a glacier high atop a
tropical mountain, and to look way down over dense
jungles, plains and mangrove swamps, and finally see
tropical reefs in the distance.
10
It should be everyone’s birthright to experience our
wonderful planet to the fullest, to have the chance to
see polar bears, great whales and Antarctic glaciers in
real life. I believe that it’s profoundly wrong to deprive
future generations of this just so we can continue
wasting electricity and driving oversize cars.
In 1981, when I was in my mid-twenties, I climbed
Mt Albert Edward, one of the highest peaks on the
tropical island of New Guinea.
The bronzed grasslands of the summit were a contrast
to the green jungle all around, and among the alpine
tussocks grew groves of tree-ferns, whose lacy fronds
waved above my head.
Downslope, the tussock grassland ended abruptly at
a stunted, mossy forest. A single step could carry you
from sunshine into the gloom, where the pencil-thin
saplings were covered with moss, lichens and filmy
ferns.
In the leaf litter on the forest floor I was surprised to
find the trunks of dead tree-ferns. Tree-ferns grew only
in the grassland, so it was clear that the forest was
climbing towards the mountain peak. I guessed it had
swallowed at least thirty metres of grassland in less
time than it takes for a tree-fern to rot on the damp
forest floor—a decade or two at most.
Why was the forest expanding? I remembered reading
that New Guinea’s glaciers were melting. Had the
temperature on Mt Albert Edward warmed enough
to permit trees to grow where previously only grasses
could take root? Was this evidence of climate change?
I am a palaeontologist, someone who studies fossils
and geological periods, so I know how important
changes in climate have been in determining the fate
of species. But this was the first evidence I’d seen that
it might affect Earth during my lifetime. I knew there
was something wrong, but not quite what it was.
Despite the good position I was in to understand
the significance of these observations, I soon forgot
about them. What seemed like more urgent issues
demanded my attention. Rainforests were being
felled for timber and to make agricultural land, and
the larger animal species living there were being
hunted to extinction. In my own country of Australia,
rising salt was threatening to destroy the most fertile
soils. Overgrazing, water pollution and the logging
of forests all threatened precious ecosystems and
biodiversity— the range and variety of life forms that
exist in our environment.
So is climate change a huge threat, or nothing to
worry about? Or is it something in between—an
issue that we must soon face, but not yet?
Even scientists don’t agree on every aspect of climate
change research. We are trained sceptics, always
questioning our own and others’ work. A scientific
theory is only valid for as long as it has not been
disproved. And climate change can be difficult for
many people to think about calmly because it arises
from so many things we take for granted in the way we
live.
Some things about climate change are certain. It
results from a special kind of air pollution. We know
exactly the size of our atmosphere and the volume
of pollutants pouring into it. The story I want to tell
here is about the impacts of some of those pollutants
(known as greenhouse gases) on all life on Earth.
For the last 10,000 years Earth’s thermostat, or
climate control, has been set to an average surface
temperature of around 14°C. On the whole this has
suited human beings splendidly, and we have been
able to organise ourselves in a most impressive
manner—planting crops, domesticating animals and
building cities.
Finally, over the past century, we have created a truly
global civilisation. Given that in all of Earth’s history
the only other creatures able to organise themselves
on a similar scale are ants, bees and termites—which
are tiny in comparison to us and have small resource
requirements—this is quite an achievement.
Earth’s thermostat is a complex and delicate
mechanism, at the heart of which lies carbon dioxide
(CO2), a colourless and odourless gas formed from
one carbon and two oxygen atoms.
CO2 plays a critical role in maintaining the balance
necessary to all life. It is also a waste product of the
fossil fuels—coal, oil and gas—that almost every
person on the planet uses for heat, transport or other
energy needs. On dead planets such as Venus and
Mars, CO2 makes up most of the atmosphere, and it
would do so here if living things and Earth’s processes
didn’t keep it within bounds. Our planet’s rocks, soils
and waters are packed with carbon atoms itching
to combine with oxygen and get airborne. Carbon is
everywhere.
knowledge and develop our understanding. The main
things stopping us going forward are the pessimism
and confusion created by people who want to go on
polluting so that they can make money.
For the past 10,000 years CO2 has made up around
three parts per 10,000 in Earth’s atmosphere. That’s a
small amount—0.03%—yet it has a big influence on
temperature. We create CO2 every time we burn fossil
fuels to drive a car, cook a meal or turn on a light,
and the gas we create lasts around a century in the
atmosphere. So the proportion of CO2 in the air we
breathe is now rapidly increasing, and this is causing
our planet to warm.
To see them together is to see a chain of the deepest
love that spans 150 years, for those grandchildren
will not reach my mother’s present age until late
this century. To me, to her, and to their parents, their
welfare is every bit as important as our own.
We cannot wait for someone to solve this problem of
carbon emissions for us. We can all make a difference
and help combat climate change at almost no cost
to our lifestyle. And in this, climate change is very
different from other environmental issues such as
biodiversity loss or the ozone hole.
The best scientific evidence indicates that we need to
reduce our CO2 emissions by 70 per cent by 2050.
How can we do this?
If your home’s electricity provider offers a green
option, you will be able to make equally major cuts
in your household emissions for the daily cost of
an ice cream. Just ask for your power to come from
renewable energy sources such as wind, solar or
hydro.
And if you encourage your family and friends to
vote for a politician who has a deep commitment to
reducing CO2 emissions, you might change the world.
If your family owns a four-wheel-drive and replaces
it with a hybrid fuel car, which combines an electric
motor with a petrol-driven engine, you can instantly
cut your transport emissions by 70 per cent.
Climate change affects almost every family on this
planet. 70 per cent of all people alive today will still
be alive in 2050.
By late 2004, I was really worried. The world’s leading
science journals were full of reports that glaciers were
melting ten times faster than previously thought, that
atmospheric greenhouse gases had reached levels
not seen for millions of years, and that species were
vanishing as a result of climate change. There were
also reports of extreme weather events, long-term
droughts and rising sea-levels.
Our future depends on readers like you. Whenever
my family gathers for a special event, the true scale of
climate change is never far from my mind. My mother,
who was born when motor vehicles and electric lights
were still novelties, glows in the company of her
grandchildren, some of whom are not yet ten.
We have all the technology we need to change to
a carbon-free economy. All we need is to apply our
11
Comprehension Exercises
D
o you understand what the author, Tim Flannery, means by ‘climate change’? Check your
understanding by answering these questions.
1. Why are scientists worried about the climate
changing?
a. Because the Earth’s climate always stays the same.
b. Because climate change will make our world safer.
c. Because the climate is changing very quickly.
d. Because humans have no control over climate
change.
2. When the author was in New Guinea in 1981, he
saw evidence that the forest was creeping up the
mountain. What was the evidence?
8. Do you understand all of the words and concepts
below?
a. glacier
b. biodiversity
c. ecosystem
a. Dead grassland tree-ferns on the forest floor.
d. pollution
b. Smaller trees higher up the mountain.
e. fossil fuels
c. Moss and lichens on the ground.
f. carbon
d. None of the above.
g. emissions
3. List three further pieces of evidence mentioned
by the author that have made him conclude that
the Earth’s climate is changing.
4. What gas does the author argue is the main cause
of climate change? Where does this gas come from?
5. Why does the author say that we need to reduce
our CO2 emissions by 70% by 2050?
h. renewable energy
i. hybrid car
Look up any words that you don’t understand either
in a dictionary or on the Internet. Write down a brief
definition of five of the words.
9. You can ‘draw’ the connections between ideas in
a number of ways. Try connecting the ideas below in
either a Spider Map or a Cause and Effect table.
Spider map
Cause
Effect
6. What questions do you have? Using a Question
Matrix write down any questions that you have
about the following:
a. Carbon dioxide and climate change
b. Human activities and climate change
c. The impact of climate change
Event
Situation
Choice
Person
Reason
Means
Present
WHAT IS?
WHERE/
WHEN IS?
WHICH IS?
WHO IS?
WHY IS?
HOW IS?
Past
WHAT DID?
WHERE/ WHEN
DID?
WHICH DID?
WHO DID?
WHY DID?
HOW DID?
Possibility
WHAT CAN?
WHERE / WHEN
CAN?
WHICH CAN?
WHO CAN?
WHY CAN?
HOW CAN?
Probability
WHAT WOULD?
WHERE / WHEN
WOULD?
WHICH
WOULD?
WHO WOULD?
WHY WOULD?
HOW WOULD?
Prediction
WHAT WILL?
WHERE / WHEN
WILL?
WHICH WILL?
WHO WILL?
WHY WILL?
HOW WILL?
WHAT MIGHT?
WHERE / WHEN
MIGHT?
WHICH MIGHT?
WHO MIGHT?
WHY MIGHT?
HOW MIGHT?
Imagination
12
7. The author has highlighted in bold several ‘key’
sentences—sentences that help to summarise
main ideas. Locate these ‘key’ sentences. Can you
find three other sentences that you believe are ‘key’
sentences? Highlight them or write them on cards
and stick them around the walls of your classroom.
This activity will help you to think about how all of
these ideas fit together.
glacier
ecosystem
fossil fuels
emissions
energy
biodiversity
pollution
carbon
renewable
hybrid car
Summarising We Are the Weather Makers
R
egardless of the curriculum approach to climate change chosen by your school, it may
be appropriate to commence your unit with an opportunity for students to familiarise
themselves with the entire text of We Are the Weather Makers.
There are a number of ways in which this can be achieved. A few ideas are listed below:
•
•
•
Summarising the text: In small groups,
students can write a blurb of 50 words or less
for each chapter. These can be illustrated with an
appropriate graphic, drawing or collage.
Key words: Students can select 20 key words or
phrases from the text and create an index of the
sections of the text that deal with each of these key
concepts.
Key sentences: Students can locate key sentences
which capture the message from each chapter.
These sentences can be further synthesised to
try to tell the story of the book in as few words
as possible. Students can reduce the message of
the book to captions which can be displayed on
posters, stickers or postcards.
•
Scavenger hunt: Teachers can create a scavenger
hunt or use the one below to challenge students to
locate and interpret sections of the text.
•
Documentary: Students can imagine helping
someone who is translating the text to a
documentary: what sections could the script
include? What footage could be used to illustrate
passages of the text? What passages would be
difficult to convey on film? Why?
Summary of We Are the Weather Makers
Introduction: What is Climate Change?
Flannery recounts an experience in New Guinea
which prompted him to focus his attention on
climate change. The role of CO2 in global warming is
introduced and it is argued that ‘we cannot wait for
someone to solve this problem of carbon emissions
for us’ (p.7). Some actions that individuals can take to
reduce personal carbon emissions are suggested.
Part One: The Atmosphere
Chapter 2: The Great Aerial Ocean
The difference between weather and climate and the
layers of the atmosphere are explained. The roles of
ozone, water vapour and carbon dioxide in regulating
Earth’s temperature are introduced. The Keeling Curve
is discussed.
Chapter 3: The Greenhouse Gases
The concentrations of CO2 in the atmosphere over
time are explained. Other greenhouse gases are
introduced: methane, HFCs and CFCs. The carbon
cycle and the role of forests and oceans in the cycle
are explained.
Chapter 5: Time’s Gateways
Occasions when one climatic era has given way to
another throughout Earth’s history are explained.
Again, the role of CO2 in these historic changes in
climate is discussed. A timeline is provided to assist
readers.
Chapter 6: Born in the Deep-freeze
The sources of scientists’ knowledge about Earth
climatic history are revealed: tree rings and icecores. These can inform us of previous eras of global
warming and cooling. The impact of disruptions to the
Gulf Stream is also explained.
Chapter 7: The Long Summer
The warm weather of the past 8000 years has
fostered civilisation as we know it. Changes in CO2
concentrations in the atmosphere have influenced
climate and civilisation over time.
Chapter 8: Digging Up the Dead
Our use of fossil-fuels (particularly coal and oil) is
explained in terms of history, processes and effects.
Chapter 1: Everything is Connected
The atmosphere is described as ‘The Great Aerial
Ocean’ which protects all life. Flannery chronicles
the history of the atmosphere and how its content
influenced the beginning of life on Earth.
Chapter 4: Ice Ages and Sunspots
Milankovic’s theories to explain the heating and
cooling of the Earth are explained: Earth’s orbit around
the sun, the Earth’s tilt on its axis, the ‘wobble’ of
Earth on its axis. The role of sunspots in influencing
Earth’s recent climate change is dismissed.
Teachers will find a summary of each chapter below and a sample scavenger hunt on page 15.
13
Part Two: One in Ten Thousand
Chapter 9: Magic Gates, El Niño and La Niña
Dramatic changes that have been recorded in our
climate and their association with the effects of El
Niño and La Niña are explored. The chapter also
examines the ways the effects of climate change can
be detected by observing the reactions of species such
as butterflies, birds, caterpillars, frogs and possums.
Chapter 10: Peril at the Poles
Discusses the effect of dwindling sea-ice and warmer
waters on the food chain and habitats for animals
including lemmings, caribou, penguins, polar bears
and seals in the Arctic circle and Antarctica.
Chapter 11: The Great Stumpy Reef?
Explains the causes and effects of coral bleaching.
Chapter 12: A Warning from the Golden Toad
‘The golden toad is the first documented victim of
global warming’ (p.108). The toad’s fate is explained.
14
Chapter 13: Rainfall
The interaction between global warming and rainfall is
explained. Areas of the globe are already experiencing
more or less rainfall which is affecting inhabitants of
these regions.
Chapter 14: Extreme Weather
The causes and effects of devastating hurricanes such
as Katrina are explained. Increases in heat-waves are
also discussed.
Chapter 15: Rising Waters
As ice melts, sea levels are rising. The global effects of
rising seas are discussed.
Part Three: The Science of Prediction
Chapter 16: Model Worlds
Computer simulations of climate changes—including
their limitations—are discussed. Predictions made at
the Hadley Centre and by the CSIRO are listed.
Chapter 17: Danger Ahead
The full impact of greenhouse gases is discussed as
are the efforts required to avert a temperature increase
of 1-3 degrees.
Chapter 18: Retreating Up the Mountains
This chapter explains the implications of temperature
increase for Australia and the world’s biodiversity.
Many species will be adversely affected while malaria
spreading mosquitoes will thrive.
Chapter 19: How Can They Keep on Moving?
Flannery describes the way that species have
previously adapted to changes in climate by moving
to new habitats. He argues that the modern world
offers little scope for animals, birds and sea-creatures
looking for new homes.
Chapter 20: The Three Tipping Points
‘Scientists are aware of three big tipping points for
Earth’s climate: a slowing or collapse of the Gulf
Stream; the death of the Amazon rainforests; and
the explosive release of methane from the sea floor.’
(p.177) These three scenarios are explained.
Chapter 21: The End of Civilization
‘A rapid shift to another kind of climate could place
a stress on our global society, for it would alter the
location of sources of water and food, as well as their
volume.’ (p. 190) Flannery asks why we have done so
little about global warming.
Part Four: People in Greenhouses
Chapter 22: The Story of Ozone
The success of the Montreal Protocol in dealing with
the hole in the ozone layer is explained.
Chapter 23: The Road to Kyoto
The purpose of the Kyoto Protocol and Australia’s
reluctance to ratify it are explained.
Chapter 24: Cost, Cost, Cost
The costs of acting on climate change and doing
nothing on climate change are compared.
Chapter 25: People in Greenhouses Shouldn’t Tell Lies
The efforts made by countries to reduce carbon
emissions are explained and other possible solutions,
such as sequestration, are discussed.
Chapter 26: Last Steps on the Stairway to Heaven?
The benefits and possibilities of a hydrogen economy
and a carbon-free electricity grid are discussed.
Part Five: The Solution
Chapter 27: Bright as Sunlight, Light as Wind
‘In our war on climate change we must decide
whether to focus our efforts on transport or the
electricity grid.’(p. 232) Wind and solar power are
explained.
Chapter 28: Nuclear?
Alternative sources of energy including nuclear and
geothermal energy are discussed.
Chapter 29: Hybrids, Minicats and Contrails
Ways of decarbonising our transport system are
explained: hybrid cars, increasing public transport,
flying aircraft lower.
Chapter 30: Over to You
‘If everyone takes action to rid atmospheric carbon
emissions from their lives, I believe we can stabilise
and then save the Arctic and Antarctic. We could
save around four out of every five species currently
under threat.’ (p. 249) Flannery urges individuals not
to wait for governments to act, but to take personal
action…now.
Scavenger Hunt
Look through the book and FIND
(Record the page number on which you found the information)
How CO2 gets into
the atmosphere.
An alternative form
of energy for the
electricity grid and any
benefits and problems
associated with this.
The name of a species
affected by climate change
and how the species
has been affected.
How water vapour is
involved in global warming.
Efforts that some
governments have made
to combat climate change.
Evidence scientists
have that the climate
is changing.
An alternative
form of energy for
transportation and any
benefits and problems
associated with this.
A theory put forward by
someone who is sceptical
about climate change.
Something that is
happening in the Arctic as
a result of global warming.
Three things that you
can do today to combat
climate change.
The amount that the sealevel is expected to rise
if global temperatures
increase by 3 degrees.
The meaning of the term
‘coral bleaching’. What is it
and how does it happen?
15
Further Research Ideas/Resources
Y
ou will have come across other books, films and websites on climate change. You may find it
useful to refer to some of these resources:
Books
Research projects
The Atlas of Climate Change: Mapping the World’s
Greatest Challenge, K. Dow and T. E. Downing,
Earthscan Publications
If you choose to embark on a research project on
climate change, you can follow these steps:
1. Choose the questions you wish to answer
Heat: How to Stop the Planet Burning, George
Monbiot, Allen Lane
2. Decide what sort of information you need to find
An Inconvenient Truth, Al Gore (film, book and blog)—
www.climatecrisis.net/blog
3. Find suitable resources for information and
images
Living in the Hothouse: How Global Warming Affects
Australia, Ian Lowe, Scribe
4. Read the resources and extract the information you
need
Six Degrees: Our Future on a Hotter Planet, Mark
Lynas, Fourth Estate
5. Organise and summarise the information you find
Links
6. Present your findings in an interesting format
7. Check that you have answered your questions
www.bbc.co.uk/climate
16
www.greenhouse.gov.au
www.koshland-science-museum.org
www.pewclimate.org/
www.planetark.com.au
www.realclimate.org/
www.theweathermakers.com
www.worldviewofglobalwarming.org
www.wwf.org.au
You can complete a research project on topics like the
following:
•
How will climate change affect me?
•
Which animals are most at risk of climate change?
•
What is causing climate change?
•
What can we do about climate change?
•
What alternative energy sources are currently used
in Australia?
•
What alternative energy sources are feasible in
your local area?
•
What new alternative energy sources are being
developed?
www.youthclimatecoalition.org/
A comprehensive list of further resources can be
found at the Australian Sustainable Schools Initiative
website: www.environment.gov.au/education/aussi
The Australian Youth Climate Coalition, a
national umbrella organisation representing youth
organisations across Australia, can provide speakers
and group facilitators to schools around the country.
The AYCC draws on the significant experience of
many of its member groups, as well as its own
‘Climate Messenger’ program to deliver excellent
presentations concerning a broad range of issues
surrounding climate change. To find out more visit
www.youthclimatecoalition.org or call (02) 9247 7934.
You can compare the information in these resources,
or use them to conduct research projects on climate
change.
Humanities Worksheets
Worksheet
Number
Title
Topic
Discipline
1
Introduction
Changes in our environment English, Geography
18
2
So what are you going to do
about it?
Ecological footprint
English, Geography
20
3
Sayonara world
Kyoto Protocol
English, Geography, History
22
4
Nuclear—No, No or Now,
Now?
Nuclear Energy
English, Economics,
Geography
24
5
Weather…or not?
Extreme weather events
English, Geography
28
6
It’s the end of the world as
we know it…
Economic Impact
English, Economics,
Geography
30
7
You say El Niño…I say La
Niña
El Niño
English, Geography
32
8
Time’s gateways—come on
in!
Consequences of rapid
warming
English, History, Geography
34
Teaching students about climate change in a Humanities classroom offers a
number of Thinking Skills possibilities. As well as enhancing comprehension and
developing research and IT skills, many lessons involve non-fiction text analysis and
issue study. Encourage your students to disagree! There are many perspectives and opinions on
climate change, and these worksheets should be provoking as many questions as they are providing
answers. Ultimately, these lessons should encourage students to think about the science, impacts and
solutions of climate change.
Don’t forget: Student Worksheets provide the framework for lessons; Tips for Teachers pages
contain the tools you need and pointers to classroom resources. Your school was sent a free
copy of We Are the Weather Makers in 2006, which will allow you to support your lessons
with direct study of the book. See the chapter breakdown in this resource
(pp. 13–14). Of course there are many other resources which can support your lesson
planning, some of which are listed on p. 16. While these lessons are designed
to stand alone, it may be worth covering Climate Change Context and
Overview (pp. 9–16) before beginning this area of study.
Page
WORKSHEET 1:
Introduction
T I P S F OR TEACHERS
STUDENT OUTCOMES
• Self-assessment of prior knowledge of climate change issues
• Evaluation of the distinctive features of the contemporary global environment
• Predictions about environmental change
KLA: English, Geography
Thinking skills: Classifying & Evaluating (Y Chart), Decision-making (Ranking
Ladder), Comparing (Venn Diagram)
Key reading from We Are the Weather
Makers (see p. 10 of this resource)
Further reading from the book
of important information in Task 2 in light of their
predictions.
Extension: Students could turn their Y Chart predictions
into a role-play or oral presentation focussing on what
they believe the environment will be like in the year
2200.
CHAPTER 15 – Rising Waters, CHAPTER 21 – The End of
Civilisation?, CHAPTER 30 – Over to You
TASK 4: Make sure students understand the principles
behind Venn Diagrams (see p. 7).
Materials/resources
What have they learnt?
REQUIRED: Post-it notes
Give a prize for the most creative answer to the
question: ‘Why do you think you would have found
the documents in the water if they were buried on the
mainland?’
INTRODUCTION – What is Climate Change?
18
OPTIONAL: Cardboard, coloured textas
Teacher prompts (questions, activities,
starters)
TASK 1: Explain to students the concept of a Y Chart
(see p. 7). You may choose to have students doing
this individually, in pairs or in small groups.
Extension: Students could sketch an aspect of the
environment based on the information included in the
Y Chart.
TASK 2: Make sure students understand how to
construct a Ranking Ladder (see p. 6). You could
give students ten post-it notes on which to write their
top ten responses. Have students place these on the
board and compare the whole class’ response. Lead
a discussion about the differences and similarities in
responses. Students could categorise the responses
into groups including: business, environment,
housing, possessions, etc. The class could undertake
a decision-making process to reach consensus on ten
items they would include.
Extension: In small groups, students could conduct
Internet and library research to develop the ‘secret
documents’ to place into the time capsule.
TASK 3: Prompt students to reflect on their
understanding of the environmental problems
facing the world today. Ask them to consider which
of these will continue to be a problem in the future,
and what the consequences of their getting worse
might be. Encourage them to reconsider their ranking
Collect the students’ responses about what they would
like to explore further. Use these to guide future lesson
planning.
Notes and reflections
!
W O R K S H E E T 1:
Introduction
S T U D E N T W O RKSHEET
It should be everyone’s birthright to experience our wonderful planet to the fullest, to have the chance to see
polar bears, great whales and Antarctic glaciers in real life. I believe that it is profoundly wrong to deprive
future generations of this just so we can continue wasting electricity and driving oversized cars. p. 12
We Are the Weather Makers
Reaction to text
Construct a table detailing four things you already
know and four things you want to know about the
environmental problems confronting planet earth.
Tasks
Looks Like
Feels Like
Sounds Like
3) Now imagine you are a teenager living in the
year 2200. You and your friends stumble upon the
secret documents while swimming at the beach.
The environment around you in the year 2200 is a
4) Now construct a Venn Diagram detailing the
differences and similarities between the world in 2200
and the world now.
What have I learnt?
•
Why do you think you would
have found the documents
in the water if they were
originally buried on the
coast?
•
What are two things you
would like to explore further
about the concept of climate
change?
2) You and your partner have been asked to prepare
a secret document about the current state of the
planet. It will be placed in a time capsule for future
generations. The capsule will be sealed and buried
on the coast of South Australia. You could include
information about Planet Earth’s forests, atmosphere,
water, population, resource use,
etc. Make a list of 30 pieces of
1
information you would include
2
about the environment of our world.
3
Then, compare your list with a
4
partner and together decide on a
5
‘Top Ten’ of information you would
6
place into the secret documents
7
based on your current knowledge.
8
Construct a Ranking Ladder with
the most important information at
9
the top and the least important at
10
the bottom.
completely different world to that which you read
about in the documents. Using another Y Chart,
make some predictions about what the environment
will look like, feel like and sound like in the year 2200.
1) Construct a Y Chart detailing what the
environment around you looks like, feels like and
sounds like at the moment. Include information about
your local community as well as the city you live in.
Share your responses with a partner and add some of
their responses
to your chart.
19
WORKSHEET 2:
So what are you going to do about it?
STUDENT OUTCOMES
• Assessment of personal ecological footprint using ICT
• Goal setting
• Written communication of actions to reduce global warming
Thinking skills: Evaluating (SMART Goals)
Makers
CHAPTER 30 – Over to You
CHAPTER 17 – Danger Ahead, CHAPTER 21 – The End
of Civilisation, CHAPTER 25 – People in Greenhouses
Shouldn’t Tell Lies
20
Materials/resources
REQUIRED: Internet access
OPTIONAL: Cardboard, textas
starters)
TASK 1: Make sure all computers are able to access
this site. While it should not be blocked by school
servers, it is best to double check. Make sure
students are honest in their responses as it is not a
competition.
Extension: You could have students write their
ecological footprint on a continuum somewhere in the
room. Alternatively, have students form a line from the
most global hectares required to the least. Students
could revisit the website in a month’s time to see if their
footprint has been reduced based on changes they have
made in their lives and at home.
TASK 2: You could give students a piece of cardboard
on which to write their lists so they are more inclined
to keep them for an extended period of time. Maybe
ask students to complete two copies – one to take
home and one to display in the classroom.
Extension: You could group students who have selected
the same goals and have them undertake a discussion
about HOW they will implement these changes. They
could devise lists of ways they will make these changes.
You could have these groups meet weekly to discuss
their progress. They could complete a log book or
journal weekly outlining their progress and see if this
contributes to a reduction in their ecological footprint
down the track.
TASK 3: Ensure that students are familiar with
SMART Goals (see p. 6).
Help students find addresses of community leaders to
whom they could send letters. Provide envelopes and
have the students send these to the relevant people.
Display any responses around the room.
!
So what are you going to do about it?
If everyone takes action to rid atmospheric carbon emissions from their lives, I believe we can stabilise and
then save the Arctic and Antarctic. We could save around four out of every five species currently under threat,
limit the extent of extreme weather events and reduce, almost to zero, the possibility of any of the three great
disasters occurring this century, especially the collapse of the Gulf Stream and the destruction of the Amazon.
But for that to happen, everyone needs to act on climate change now the delay of even a decade is far too
much. p. 249
Reaction to text
Think about three changes you are able to make to
your life that you think might help ‘rid atmospheric
carbon emissions’. Write them down.
Tasks
www.epa.vic.gov.au/ecologicalfootprint/calculators/
default.asp
Number of planets needed
Global hectares required to sustain
your lifestyle
Food
Make a list of SMART
Goals that you
can implement.
Remember
—they must
be Specific,
Measurable,
Attainable,
Relevant and
Time-limited.
Display a copy in
your classroom.
Make sure you
discuss your goals
with someone
who will support you in implementing them.
Transport
Goods & services
The average number of global hectares required for
the average Australian is 7.7. Is your figure higher or
lower than this?
2) Look at the section of this website about ‘Tips on
Reducing Your Ecological Footprint’. Refer to your list
from the beginning of this study. How many of the
things you wrote are detailed in this section of the
website? Write a list of four actions to reduce carbon
emissions that you can talk to your family about
undertaking in your home.
What have I learnt?
Tim Flannery says that
community leaders ‘need
to hear your voice’. Write a
letter to a public figure or
other influential member of
the community explaining
your concerns about global warming and climate
change.
Shelter
1) Go to the following website and complete a short
online survey to determine your ‘Ecological Footprint’.
The ecological footprint measures the resources
we have, how much we use, and who uses it. You
will discover the impact your daily life has on the
environment. Click on the ‘Personal’ link to begin the
survey—it should take you about 10 minutes to finish.
When finished, copy your results into the table below:
3) Think
about 3–4
things that you
can personally
change in your own
lifestyle to help improve
your Ecological Footprint.
21
WORKSHEET 3:
Sayonara world
STUDENT OUTCOMES
• Understanding of the Kyoto Protocol
• Oral presentation of arguments for and against signing the Kyoto Protocol
KLA: English, Geography, History
Thinking skills: Analysis (Think, Pair, Share, PMI), Evaluation (Worm Evaluation Line)
Makers
CHAPTER 23 – The Road to Kyoto
CHAPTER 22 – The Story of Ozone, CHAPTER 24 – Cost,
Cost, Cost
TASK 4: Make sure your students know how to create
Worm Evaluation lines (p. 7). Students can do this
in their books or on a sheet that you could collect.
Extension: Collect the completed Worm Evaluation
lines and give them back to each student. Have them
evaluate their own performance and comment on the
strengths and weaknesses in their argument.
22
Materials/resources
starters)
TASK 1: In addition to encouraging students to
undertake their own research, provide them with a
couple of newspaper articles to analyse. Ask them
to consider the tone, style of language, audience,
publication etc. Ensure students are familiar with a
Think, Pair, Share exercise.
TASK 2: Ensure that students are familiar with PMIs
(p. 5). This activity also requires some pre-teaching
related to the Kyoto Protocol, CO2 Emissions and
Ozone Depletion. Refer students to Chapters 22
and 24 as well as the websites included. The more
exposure they have to material, the better detail they
should provide in their PMI.
Extension: Have students write some of their responses
on post-it notes and create a whole class PMI around
the room. They could also make a list of all resources,
websites and quotes they found that helped them in
constructing their PMI.
TASK 3: Make sure students are aware of what is
required of them in a debate. You may need to spend
some time explicitly teaching the structure of a debate.
Extension: Invite a panel of judges in to evaluate the
debates. They could be parents, the Principal, members
of local government, other students, teachers, etc. You
could video the debates and look back on persuasive
techniques that were used.
Once the students have submitted their entry for
the competition elicit observations from them about
the appropriateness of the prize. Have students
investigate how environmentally friendly Plasma TVs
are.
!
Sayonara world
The Kyoto Protocol is almost as famous as the hole in the ozone layer. It sets modest goals for reductions in
CO2 emissions of around 5 per cent. But four nations—USA, Australia, Monaco and Lietchtenstein—have
refused to ratify it, which would compel them to abide by its rules, and it has been bitterly contested. Why?
p. 202
Reaction to text
Why do you think this issue is ‘bitterly contested’?
Brainstorm three key words/sentences that are related
to the debate about climate change to use later in the
lesson. It may be helpful to look at Chapters 22 & 24
of We Are the Weather Makers.
Tasks
2) Construct a PMI detailing all the interesting points
and those for and against Australia’s decision not to
sign the Kyoto Protocol.
Plus
Minus
Interesting
4) Students in the audience should undertake a
Worm Evaluation line for each speaker.
Strongly agree
Agree
Slightly agree
Neutral
Slightly disagree
Disagree
Strongly disagree
!
What have I learnt?
Imagine you are entering a
competition to win a Plasma
TV. In 25 words or less, you
must say why you think
Australia should or shouldn’t
sign the Kyoto Protocol.
Links
www.greenhouse.gov.au/international/kyoto/
www.gc3.cqu.edu.au/kyoto-protocol/index.php
www.cana.net.au/kyoto/
www.carbonplanet.com/home/kyoto_protocol_faq.
php
www.education.theage.com.au/pagedetail.asp?
intpageid=1397&strsection=students&intsectionid=0
3) Form small groups. These will be your debating
teams. Your teacher will tell you which teams are for
and which are against the topic—‘Australia should
sign the Kyoto Protocol.’ The ‘For’ teams will represent
the United Nations and the ‘Against’ teams will
represent Australia. As a team, you must share the
information from your PMI and decide what is most
relevant, valuable and persuasive for your argument.
Once you have done this you must decide on the
order of your speakers and allocate information/points
that each speaker will argue.
1) Investigate key aspects of the Kyoto Protocol using
the information provided, references from the book
and websites listed below. Using a Think, Pair,
Share approach, analyse the style of communication
and the language employed in 2 of these resources.
23
WORKSHEET 4:
Nuclear—No, No or Now, Now?
STUDENT OUTCOMES
• Evaluation of the arguments for and against Nuclear Power
• Group work and group decision-making
• Synthesis of information and opinion into advertising campaign
• Oral presentation and written report
KLA: English, Economics, Geography
Thinking skills: Inquiry (5 Whys), Analysis (SWOT), Evaluation (PMI)
Makers
CHAPTER 28 – Nuclear?
CHAPTER 27 – Bright as Sunlight, Light as Wind
CHAPTER 29 – Hybrids, Minicats and Contrails
Materials/resources
REQUIRED: Task 1 statements (p. 26)
OPTIONAL: Coloured paper, pencils, textas,
magazines, poster paper, Internet access
starters)
TASK 1: Run through the process of a 5 Whys exercise
(p. 4) and a SWOT Analysis (p. 6). Ask the students
to state their position regarding nuclear energy, as
established in their Reaction to the Text. Provide
students with the arguments/statements on p. 26 for
their SWOT Analysis. Students can undertake this task
individually or in pairs/small groups.
Extension: Photocopy and cut out the statements.
Divide the students into groups and have the students
organise the statements into a group SWOT Analysis.
Students could share their completed analysis with
another group or present to the class.
TASK 2: Have the students form small groups to
decide whether they are for or against the use of
nuclear energy. Give them a specified time frame to
reach consensus. If they cannot agree, you may need
to move students into another group.
Extension: You could ask students to write a paragraph
justifying WHY they are either for or against the use of
nuclear energy. These statements could then be shared
with the group to see if the arguments presented sway
any group members to change their way of thinking.
TASK 3: Give students a set time to decide on a
company name, a slogan and to divide up the
24
required tasks. Students can then work independently
on their task.
Extension: You could ask groups to present this as a
portfolio. They would need to be provided with sufficient
materials including access to the Internet to ensure their
campaign was comprehensive and well presented.
TASK 4: Students should also submit a written report
containing the scripts for the television and radio
advertisements and the email and poster design.
Extension: You could have students undertake a
Worm Evaluation line (p. 7) for each of the group’s
presentations. Alternatively, they could complete a
PMI (p. 5) to evaluate the presentations. Another idea
is to invite guests in to your class who could be the ‘ad
executives’ who would decide on the best campaign.
Prizes could be awarded.
!
NUCLEAR FOR—Nuclear power already provides 18 per cent of the world’s electricity, with no CO2
emissions. Its defenders argue that it could supply far more…
NUCLEAR AGAINST—With a fifteen year period before any power is generated, and even longer before any
return on the investment is seen, nuclear power is not for the impatient. p. 238
Reaction to text
What is your initial reaction—should the world invest
in nuclear power or not? With a partner conduct a
5 Whys activity to justify your response.
Tasks
Strengths
Weaknesses
Opportunities
Threats
RADIO, BILLBOARDS, YOUTUBE, EMAIL, SMS
etc)
•
2) Do the statements give rise to further questions?
Write down 3–4 questions you have about nuclear
power.
4) Imagine your group has been commissioned by
either a nuclear power company or an anti nuclear
lobby group (you can choose which). Your job is to
‘sell’ the message to the public that nuclear energy is
either important and should be used, or dangerous
and should not be used. Think about your own
strengths and weaknesses, likes and dislikes within
the group and divide up the following tasks.
•
Devise a name for the company/lobby group
•
Create a slogan that will be used in all the forms
of media through which you will advertise (TV,
5) Present your television,
youtube or radio campaign to
the class as an oral report and
also submit a written report in
accordance with the teacher’s
instructions.
Plus
Minus
Interesting
What have I learnt?
Construct a PMI for the use of nuclear energy.
3) Form small groups (approximately 4 students)
and decide where you stand—are you for or against
nuclear energy? Have a brief discussion in your group
and try to reach agreement. What further information
do you need?
The advertising campaign must include the
following: a storyboard for a television ad, a speech
for radio ad, an email letter for the local residents
and a billboard poster.
1) Look at the statements provided. Work out whether
each statement points out a strength or weakness in
the use of nuclear power. Conduct a SWOT Analysis
for nuclear power and place the statements in the
appropriate quadrant: is the statement a Strength,
Weakness, Opportunity of or Threat to nuclear power?
25
WORKSHEET 4:
1. Nuclear power already provides 18 per
cent of the world’s electricity, reducing
CO2 emissions. It could supply far
more.
2. With a fifteen-year period before any
power is generated, and even longer
before any return on the investment
is seen, nuclear power is not for the
impatient.
3. Nuclear energy is uneconomical
compared to other sources.
26
4. Nuclear reactors produce plutonium,
and plutonium is terrible because it
can be used to make bombs.
5. Plutonium symbolises nuclear war.
6. Nuclear energy must be bad, because
so many people are against it.
12. The United States produces the most
nuclear energy, with nuclear power
providing 20 per cent of the electricity
it consumes. France produces the
highest percentage of its electrical
energy from nuclear reactors—80 per
cent as of 2006.
13. The use of nuclear power is
controversial because of the problem
of storing radioactive waste for
indefinite periods, the potential
for possibly severe radioactive
contamination by accident or
sabotage, and the possibility that its
use in some countries could lead to
the proliferation of nuclear weapons.
14. Nuclear power does not directly
produce carbon dioxide, which has led
some environmentalists to advocate
increased reliance on nuclear energy
as a means to reduce greenhouse gas
emissions (which contribute to global
warming).
7. Nuclear waste is a threat.
8. At present, the reserves of uranium
that can be profitably sold are enough
for at least a hundred years.
9. Solar energy would involve a
considerably greater cost if relied upon
for most of the world’s energy.
10. Giving up on nuclear energy is
unlikely to reduce the danger of
nuclear wars.
11. Nuclear energy is energy released
from the atomic nucleus.
15. Nuclear power is not cost-effective
because of the huge costs of
constructing a nuclear plant, tax
expenditures involved in research
and security, and the undetermined
costs of storing nuclear waste. The
real cost of nuclear power is very high
if all the expenses are honestly taken
into account including public scientific
research and long-term management
of nuclear waste.
16. The life-cycle energy impacts of
nuclear plants undermine their
potential as an alternative energy
source.
27
WORKSHEET 5:
Weather…or not?
STUDENT OUTCOMES
• Understand the connection between global warming and extreme weather
• Communicate this understanding to classmates
• Recall knowledge of Hurricane Katrina
• Generate research questions and conduct research into extreme weather conditions
Thinking skills: Communication (Think, Pair, Share), Analysis (Cause & Effect Table,
Mind Map or Spider Map), Creative thinking and inquiry (Question Matrix)
Makers
CHAPTER 14 – Extreme Weather
28
CHAPTER 9 – Magic Gates, El Niño and La Niña
CHAPTER 13 – Rainfall, CHAPTER 5 – Rising Waters
Materials/resources
REQUIRED: Internet access, library resources
OPTIONAL: A3 paper, coloured pencils/textas,
coloured paper
starters)
TASK 1: Explain the process of a Think, Pair, Share
to students (p. 7). You may wish to model an example
of a Cause and Effect table (p. 4). You may like to
ask students to explore the chapter fully to detail as
many weather events, causes and effects as possible.
Cause
Effect
Hurricane Mitch 1998:
290 km winds
Destroyed homes, killed
10,000 people, left 3 million
people homeless.
Extension: You could ask students to hypothesise what
some of the effects of the extreme weather events may
be. They could then undertake research to explore the
accuracy of their predictions.
TASK 2: Explain how to develop a Mind Map or
Spider Map. (p. 5) Refer students to pages 125–130
of the book to find their information. You could
provide them with A3 paper to encourage them to
include as much detail as possible.
Extension: Have students present their Mind Maps or
Spider Maps to the class through an oral presentation.
You could display these around the room and have
students use the Question Matrix to develop a series of
questions as part of a ‘Wonderings Wall’ where students
post questions about the topic that they would like to
know more about or investigate further. Use coloured
paper and make this a feature in your room.
TASK 3: Introduce students to the process of a
Questions Matrix (p. 6). Students will need access
to a library, the Internet, journal/magazine articles,
etc. to undertake this research. You can use references
from the book and from p. 16 of this resource. You
should also try to provide some of your own to
ensure students can source a variety of material. Give
students clear objectives and a format they can follow.
Extension: You could develop this into a larger research
task. Instead of 5–10 focus questions you could ask
students to develop more or require that they provide
greater depth in their responses.
Conduct the quiz with prizes for the winning team.
You could then distribute the questions between the
groups and ask students to evaluate the questions
and justify their reasoning.
!
Weather…or not?
S T U D E N T W O RKSHEETS
[It is likely that] extreme weather events are becoming more frequent.
Here is a small sample from the past few years: the most powerful El Niño ever recorded (1997–98), the
most fatal hurricane in 200 years (Mitch, 1998), the hottest and deadliest European summer on record
(2003), the first South Atlantic hurricane ever (2002), unprecedented flooding in Mumbai, India (2005), the
worst storm season ever experienced in the USA, the most economically devastating hurricane on record
(Katrina, 2005), and Monica, the most powerful cyclone ever recorded in Australia (2006).
How could global warming make hurricanes and cyclones more powerful? The answer lies in the warming
of the oceans, and the capacity of the warmer air to hold water vapour, the fuel that drives these extreme
storms. p. 125
Reaction to text
How would you explain the connection between
global warming and more powerful hurricanes and
cyclones to a Grade 4 student?
•
In your own words, write a short paragraph
explaining this process. What further information
do you require to outline your case convincingly?
Tasks
Cause
Effect
2) Hurricane Katrina devastated New Orleans, USA in
2005. Complete a Mind Map or Spider Map using
as much information as you have about Hurricane
Katrina.
Mind/Spider map
Situation
Choice
Person
Reason
Means
WHAT IS?
WHERE/
WHEN IS?
WHICH IS?
WHO IS?
WHY IS?
HOW IS?
Past
WHAT DID?
WHERE/ WHEN
DID?
WHICH DID?
WHO DID?
WHY DID?
HOW DID?
Possibility
WHAT CAN?
WHERE / WHEN
CAN?
WHICH CAN?
WHO CAN?
WHY CAN?
HOW CAN?
Probability
WHAT WOULD?
WHERE / WHEN
WOULD?
WHICH
WOULD?
WHO WOULD?
WHY WOULD?
HOW WOULD?
Prediction
WHAT WILL?
WHERE / WHEN
WILL?
WHICH WILL?
WHO WILL?
WHY WILL?
HOW WILL?
WHAT MIGHT?
WHERE / WHEN
MIGHT?
WHICH MIGHT?
WHO MIGHT?
WHY MIGHT?
HOW MIGHT?
Imagination
What have I learnt?
•
Again use the Question
Matrix to come up with a
quiz for your classmates.
Each person in the class
should write 4 questions and
submit them to the teacher
on post-it notes.
•
You will form teams of 4 and
compete against other teams
to answer the questions.
1) Undertake a Think, Pair, Share for the following
task. Complete a Cause and Effect table, explaining
extreme weather events.
Using dot-points, detail a
cause and correspond all the
effects of this event. With
a partner, exchange ideas
and add to the detail of your
Cause and Effect table.
Then you and your partner
should form a group with
another pair to share all
ideas.
Event
Present
•
3) Choose an extreme weather event and undertake a
mini-research project. Choose from either: cyclones,
floods, extreme heat (bushfires, drought, etc.),
extreme cold (blizzards, snowfall, etc.), hurricanes or
tsunami. Using the Questions Matrix, design 5–10
focus questions to investigate using the websites
listed. Remember to include headings, diagrams,
pictures and a bibliography.
29
WORKSHEET 6:
It’s the end of the world as we know it…
STUDENT OUTCOMES
• Awareness of common consumption patterns in Australia and the reliance on
resources
• Evaluation of what constitutes necessary resource consumption
• Analysis of the economic impact of climate change
KLA: English, Economics, Geography
Thinking skills: Collaboration (Think, Pair, Share), Analysis and Elaboration (Spider
Map), Comparison, Justification, Prediction
Makers
CHAPTER 21 – The End of Civilisation?
Materials/resources
REQUIRED: Blank map of Australia, atlases
30
OPTIONAL: Art and craft equipment, magazines and
business newspapers, Internet access
change using tactile dioramas or models or computer
graphics.
Students could make collages, posters, models or
sculptures of their essential items for survival. A
display of these could prompt questions about what
we are doing to protect these resources.
starters)
Reaction to text: Ensure students are familiar with a
Think, Pair, Share exercise (p. 7).
TASK 1: It could assist students to look through some
supermarket catalogues or the business section of
a newspaper to consider which commodities and
businesses would be affected.
Extension: List some companies connected to each
commodity and detail the effects on employment, trade,
local regions, etc. Consider the use of petrol to make
plastics and the use of water to drive coal power-plants.
TASK 2: Show students how to construct a Spider
Map (p. 5). It would be useful to discuss the term
‘economics’ and help students grasp the breadth of
the meaning of economic impact (e.g. employment,
lifestyle, educational resources, technological
resources).
Extension: Students could discuss Australia’s reliance
on trade: what commodities do we export? Which
commodities might not be exportable in the future?
What alternative possibilities are there for export and
trade?
TASK 3: There are various websites that provide
further information on the effects of rising sealevels. Students can explore these using a process of
Predict, Observe and Explain.
Extension: Students can model the effects of sea-level
!
It’s the end of the world as we know it…
Our civilisation is built on two foundations: our ability to grow enough food to support a large number of
people who are engaged in tasks other than growing food; and our ability to live in groups large enough to
support great institutions such as our parliament, our courts and our schools and universities… p. 188
Think of a city you are familiar with and imagine what it would be like if its citizens woke one morning
to discover that no fresh water came from their taps. No clothes could be washed, no toilets would flush,
filth would accumulate very quickly. Imagine the result if petrol supplies came to a halt. Food could not be
delivered, garbage wouldn’t be removed, and people couldn’t get to work. p. 190
Reaction to text
Conduct a Think, Pair, Share. List 5 aspects of
our civilisation that you simply can’t live without
and briefly explain why.
•
Compare your list with a partner, then share with a
group.
•
As a group decide on the top 4 things that you all
agree on. List them on the board.
Tasks
1) Read the quotes above. Construct a table predicting
the economic impacts these events would have on
civilisation. Use the following headings:
• No fresh running water
• No available petrol
• No food delivered
• No garbage removed
• People not able to travel to work
Then, detail the personal impact this would have on
your life.
Make sure your group includes
the following impacts on
the spider’s legs: impact to
businesses, households, groups,
individuals, cities, country
towns, community groups and
institutions.
3) Make a list of the things you would need and
those you would want if you faced such a situation.
Remember, a need is something you cannot survive
without and a want is something you would like, but is
not essential. Make sure you explain WHY.
Return to the list on the
board and your response
to Task 3. Do you still
agree that these are the
things you couldn’t live
without? Have a class
discussion about whether
your opinions have
changed or stayed the
same and justify why.
2) Form small groups and use the information
in your table to compare notes and add to the
information you have already recorded. Turn your
ideas into a Spider Map about Spider map
the economic impact of the
situation.
What have I learnt?
•
4) Using a blank map of Australia and an Atlas,
shade the regions that are most densely populated.
Make sure you label your map correctly using BOLTS
(Border, Orientation, Legend, Title, Scale). Label the
states and capital cities. Comment on why you think
these areas are the most heavily populated. Now
make a prediction about what would happen to these
regions if rising sea-levels affect them. Share your
responses with a group and come up with a paragraph
answer to share with the class.
31
WORKSHEET 7:
You say El Niño…I say La Niña
STUDENT OUTCOMES
• Understand the meaning and effect of El Niño climate conditions
• Synthesis of knowledge in a creative form
• Oral communication of knowledge
Thinking skills: Self-assessment and prediction (KWL), transferral of knowledge to
illustration, analysis and synthesis of knowledge (script writing)
Makers
CHAPTER 11 – 2050: The Great Stumpy Reef?, CHAPTER 13
– Rainfall
TASK 3: It may be useful to watch a weather forecast
and discuss the terminology used and the order of
information presented.
Extension: Students could devise a script for a weather
report from the past or future to compare against
the script they have written for Task 3. Students could
complete a Venn Diagram (p. 7) to illustrate the
similarities and differences in climate conditions.
Materials/resources
32
REQUIRED: We Are the Weather Makers, copies of a
blank world map (see p. 87)
OPTIONAL: Copies of maps to be used in weather
forecast presentations, atlases, video camera, Internet
access
starters)
TASK 1: Ensure that students are familiar with
KWL tables (p. 5). Ask students to read the relevant
passage and then complete the task. Make sure that
the students paraphrase the definitions before you
step in to do it for them!
Extension: Students could think of their own names for
El Niño and La Niña. Write these names on large paper
and place them around the classroom. Students should
be able to explain the relevance and appropriateness of
the names.
TASK 2: Students may find it useful to use an Atlas.
Some pre-teaching of meteorological symbols and
mapping devices may be useful depending on the skill
level of students.
Extension: Refer students to pages 98–100 of the book
and read about the effects of El Niño on Indonesia’s
coral reefs. Construct a Cause and Effect table (p. 4)
to indicate the effects on coral reefs. Students could
devise an education campaign to teach their school
mates about the precarious future of the reefs.
Students can refer to the ‘W’ column to indicate which
questions have been answered and which remain the
topics of possible further research.
!
You say El Niño…I say La Niña
Global warming’s effect on Earth’s climate is a bit like a finger on a light switch. Nothing happens for a
while, but if you increase the pressure, at a certain point a sudden change occurs, and conditions flick from
one state to another.
Climatologist Julia Cole refers to the leaps made by climate as ‘magic gates’, and she argues that since
temperatures began rising rapidly in the 1970s our planet has seen two such events—in 1976 and 1998.
…The 1998 magic gate is tied up with the El Niño–La Niña cycle, a two-to eight-year-long cycle that
brings extreme climate events to much of the world. pp. 75-77
Reaction to text
What do you think the term ‘El Niño’ means?
Construct a KWL table on the topic of El Niño.
What do I Know?
What have I Learnt?
1) After reading the relevant passage from We Are
the Weather Makers, try to explain the term El Niño
in your own words to a classmate. Then explain in
writing why this term and La Niña were used by
Peruvian fishermen.
3) Write the script for a meteorologist presenting a
report on the weather patterns as a result of El Niño
and La Niña. Be sure to include: daily conditions,
forecasts, warnings and illustrations to help your
audience. Present your report to the class or film it.
What have I learnt?
Complete the KWL table
indicating the knowledge you
now have about El Niño and
La Niña.
Links
www.elnino.noaa.gov/
www.en.wikipedia.org/wiki/El_Nino
www.bom.gov.au/climate/glossary/elnino.shtml
2) List the areas of the world that Professor Flannery
identifies as being directly affected by El Niño and
La Niña. Use a blank world map and shade these
areas. Based on the descriptions of how El Niño and
La Niña work, highlight other areas of the world which
you believe will be affected. Illustrate the paths of the
changes during the El Niño and La Niña cycle. Use a
key and symbols correctly.
Tasks
33
WORKSHEET 8:
Time’s gateway—come on in!
STUDENT OUTCOMES
• Knowledge of changes to planet Earth over time
• Evaluation of importance of environmental phenomena
• Vocabulary building
KLA: English, History, Geography
Thinking skills: Comparison & Analysis (Comparison Alley), Decision-making &
Evaluating (Placemat)
Makers
Placemat.
Extension: Students could present this task in a variety
of ways: pack a suitcase of the items, develop a role
play, make a diorama, draw/paint their objects etc. Try
to incorporate a variety of learning styles in the modes
of presentation.
CHAPTER 3 – Greenhouse Gases, CHAPTER 4 – Ice Ages
and Sunspots, CHAPTER 6 – Born in the Deep Freeze
CHAPTER 5 – Time’s Gateways
34
Materials/resources
OPTIONAL: Internet access, library resources,
coloured paper
starters)
TASK 1: Give students a word length that you expect
them to reach. Refer them to the book and ensure they
are familiar with Chapter 5 which provides a great deal
of useful reference material. You can also refer them
to other resources as listed on p.16.
Extension: You may ask students to turn their journal
entry into a mini-report. You could have them include
some sub-headings. If students are able to access the
Internet or a library, ask them to research historical
facts about this time and include them in their journal
entry or report. Alternatively, students could form expert
groups and investigate one aspect of this historical
period. Reports the groups produce could form a booklet
produced by the entire class.
TASK 2: Explain the concept of a Comparison Alley
(p. 4). You could provide students with a hard copy
each or have them copy one into their books.
Extension: Students could complete the Comparison
Alley either individually or in pairs/small groups. They
could alternatively complete it as a Think, Pair, Share
(p. 7).
TASK 3: Explain how students undertake a Placemat
activity (p. 5). It may be a good idea to reinforce the
objectives of effective group work. You could give the
students coloured paper on which to complete their
Students could form groups and develop a spelling
test/quiz for other groups in the class. The groups
could rotate the tests between them either in one
lesson or at the beginning of lessons over a longer
period of time.
!
Time’s gateway—come on in!
The last time Earth was afflicted was 65 million years ago, when every living thing weighing more
than 35 kilograms, and a vast number of smaller species was destroyed. This is when dinosaurs vanished,
and the cause is widely believed to have been an asteroid colliding with Earth. So much debris exploded into
the atmosphere that the climate changed, which caused the great global dying…
Ten million years later—55 million years ago—there was another global event. The Earth’s surface abruptly
heated by 5 to 10o C… p. 41
The climate change of 55 million years ago seems to have been driven by a vast, natural gas driven
equivalent of a barbeque… p. 42
Now, Earth stands to lose far more from rapid warming than the world of 55 million years ago. Back then
warming closed a geological Period, while we might, through our activities, bring to an end an entire Era. p. 44
Reaction to text
What do we stand to lose from rapid warming?
List 5 aspects of our planet you wouldn’t like to see
disappear and compare your list with that of a partner.
Tasks
1) You have travelled back in time 55 million years. You
document what you see on your voyage in a journal
entry. Your entry should detail what the world looks
like 55 million years ago: species of flora and fauna
inhabiting the world, temperatures, CO2 levels, ocean
changes, the atmosphere, etc. Conduct your own
research to complete this.
SUBJECT
Differences
ila
rit
ies
Differences
Sim
3) Instead of moving house, let’s say
you had to move
planets. You and your family have to
set up a new shelter and find new
resources on a new planet. In small
groups, complete a Placemat by
listing 10 things you would take from
the environment to help you do this.
SUBJECT
What have I learnt?
Construct a glossary of 5 new words.
Find their definitions either using the
text or a dictionary. Display the words
and meanings around the classroom.
2) Complete a Comparison Alley, to compare the
differences and similarities between
the world you have visited 55 million
years ago and the world today. You
should use the information you
gather for the first task to complete
this graphic organiser.
35
&
Science Worksheets
Worksheet
Number
Title
Topic
9
What goes around?
The carbon cycle
38
10
CO2—too much of a good thing?
CO2
40
11
What is green and yet invisible?
Greenhouse gases
42
12
Oceans and sinks
Carbon sinks
44
13
Water vapour—supervillain?
Water Vapour
46
14
SOS: Save our species
Endangered species
48
15
Any other ideas?
Alternative energy
50
16
Is anyone else hot in here?
Global warming
52
The Science classroom is, in many ways, the neatest fit for discussion of climate change. It
offers a demonstration of the practical implications of a number of scientific principles as well
as encouraging students to consider questions of cause and effect. The thinking skills involved in
these lessons range from Communication and Analysis to Science-based skills such as Prediction,
Synthesis, Classification and Ranking. These lessons should encourage students to think about the
science, impacts and solutions of climate change.
Don’t forget: Student Worksheets provide the framework for lessons; Tips for Teachers pages
contain the tools you need and pointers to classroom resources. Your school was sent a free
copy of We Are the Weather Makers in 2006, which will allow you to support your lessons
with direct study of the book. See the chapter breakdown in this resource
(pp. 13–14). Of course there are many other resources which can support your
lesson planning, some of which are listed on p. 16. While these lessons are
designed to stand alone, it may be worth covering Climate Change Context
and Overview (pp. 9–16) before beginning this area of study.
Page
WORKSHEET 9:
What goes around?
STUDENT OUTCOMES
• Understanding of the carbon cycle
• Distinguishing between a carbon sink and a carbon source
• Observing and reporting on an experiment involving a carbon sink
KLA: Science
Thinking skills: Communication (Think, Pair, Share), Classification, Analysis
(reporting on experiment activity)
Makers
methane). Write chemical equations for the carbon
cycle. The dominant chemical reactions are:
CHAPTER 1 – Everything is Connected
Photosynthesis: CO2 + H2O g sunlight g CH2O
+ O2 (carbon dioxide, water and sunlight yield
carbohydrate and oxygen)
Respiration: CH2O + O2 g CO2 + H2O (carbohydrate
and oxygen yield carbon dioxide and water and energy)
Fermentation: 2CH2O g CO2 + CH4 (carbohydrate
decomposes to carbon dioxide and methane)
Combustion: (Organic Carbon, C, H, O) + O2 g
CO2 + H2O + energy (hydrocarbon and oxygen yield
carbon dioxide and water and energy).
NB: You may choose to explain to the students
that the main carbohydrate produced initially by
photosynthesis is sugar (fructose or glucose).
Fermentation in animal stomachs produces methane
with the aid of bacteria (anaerobic fermentation) but
in air produces alcohol with the aid of yeast (aerobic).
CHAPTER 3 – The Greenhouse Gases, CHAPTER 8
– Digging Up the Dead
Materials/resources
REQUIRED: crushed chalk (not dustless), vinegar,
beaker or glass jar, post-it notes
starters)
TASK 1: Confirm that students are familiar with Think,
Pair, Share exercises (p. 7). Students need to be clear
about the difference between a carbon source and a
carbon sink, but this understanding may develop as
a result of the classification task. Ask small groups to
complete the task using post-it notes. You could ask
students to write them in the appropriate column on
the board and discuss results.
Extension: Ask students to think of some more sinks
and sources.
TASK 2: Explain to students that one of the major
sinks for CO2 is the ocean. Many organisms living
in the ocean use CO2 to make calcium carbonate
(CaCO3) shells. Over millions of years these shells
have broken down into chalk. You can display some
shells. Place crushed chalk into a jar and add vinegar
so the chalk releases CO2. Explain the reaction
resulting from the addition of vinegar to chalk. This
can be expressed as CaCO3(s) + 2CH3COOH(l) g
Ca(CH3COO)2(s) + H2O(l) + CO2(g). Ask why carbon
combines with so many different molecules in the
carbon cycle. NB: Make sure that the chalk for this
experiment is composed of calcium carbonate.
TASK 3: Discuss the form of carbon (solid coal,
liquid hydrocarbon petroleum, and gas hydrocarbon
38
What have they learnt
Students may prefer to display the information about
the carbon’s life cycle in a Y Chart (p. 7).
What goes around?
Carbon is everywhere on the surface of planet Earth. It is constantly shifting in and out of our bodies
as well as from rocks to sea or soils, and from there to the atmosphere and back again… p. 27
All of the carbon in coal was once tied up in CO2 floating in the atmosphere… p. 13
The volume of carbon circulating around our planet is enormous. Around a trillion tonnes of it is tied up in
living things, while the amount buried underground is far, far greater…
The places where carbon goes when it leaves the atmosphere are known as carbon sinks, as are the
oceans and the soil and some of the rocks under our feet. p. 28
Reaction to text
•
Given what you have read above, list all the things
you can see around you that contain carbon.
•
Identify two items in your list that are completely
different. Think, Pair, Share: how is it that
carbon can be in both of them?
3) Drawing the carbon cycle.
llustrate how carbon is transferred between carbon
sinks and carbon sources by completing an illustration
of the carbon cycle like the one below.
Tasks
1) Sink or source?
If a carbon sink stores carbon, a carbon source
releases carbon. Which of the following do you think
are ‘sinks’ and which are ‘sources’? Make a list of
each.
• long-lived trees
• limestone
• plastic
• burial of organic matter
• burning of fossil fuels
• burning of organic matter
• weathering of limestone rocks
• respiration of living organisms.
You will observe how the carbon stored
in chalk (limestone) is released.
What is happening in the reaction?
Can you write a chemical
equation? Record the
experiment. Dinosaur
breath could have
been released
when the vinegar
was added to
the chalk—True
or false?
What have I learnt?
Pretend you are a carbon
atom—write your own CV.
What have you done in your
lifetime?
2) Experiment – from sink to source
39
WORKSHEET 10:
CO2—too much of a good thing
STUDENT OUTCOMES
• Understand the role of CO2 in respiration and photosynthesis
• Observe the effects of photosynthesis and respiration of plants
• Synthesis of understanding of CO2
KLA: Science
Thinking skills: Analysis (PMI), Summary (scientific report writing), Transferral
(illustrating)
Makers
in which carbon neutrality can be achieved with respect
to human emissions from respiration.
INTRODUCTION – What is Climate Change?
TASK 3: Students may have assumed that CO2 is
always undesirable. It is important for students to
appreciate the role of CO2 in the natural carbon cycle.
Extension: Students can consider the point at which
CO2 becomes a problem and the ways in which human
activity is interfering with the ‘cycle that forms the basis
of life on Earth.’
CHAPTER 3 – The Greenhouse Gases
40
Materials/resources
REQUIRED: Small leafy plant, large jar with lid (big
enough to contain the plant), small container with
lime water, large paper for Graffiti Wall
starters)
TASK 1: Acquaint students with the principles of
a PMI analysis (p. 5). You will probably want to
prepare for this class by conducting the experiment
the day before the class so that students can observe
the results immediately. Alternatively, conduct this
class over two days. Although results will vary, your
students should be able to note that the lime water
turns milky. If left for several days, white deposits of
lime-stone form around the edge of the container at
the surface of the lime-water. (This is the result of
carbon dioxide in the air combining with the limewater.) The chemical equation is Ca(OH)2 + CO2 g
CaCO3 + H2O.
Extension: Students can think of other ways to
demonstrate the emission of carbon dioxide. How
could this form of experiment be used to demonstrate
personal carbon dioxide emissions?
TASK 2: We exhale approximately 200ml of CO2 every
minute—and a mixture of other gases depending on
what we have inhaled. Students could breathe through
a straw into some lime-water. It takes a while for a
reaction to occur.
Extension: Students can write a series of chemical
equations which represent the role of carbon in
respiration. These equations can be displayed in the
form of mock street signs which suggest creating carbon
dioxide-free zones. Students could also explore the ways
To create multiple Graffiti Walls (p. 5), list different
questions or prompts on separate sheets for students
to respond to: for example—CO2 is necessary for…,
CO2 is produced when…, etc. Encourage students
to reflect upon what initial assumptions they carried.
Explore the ways in which these were broken.
!
W O R K S H E E T 10 :
CO2—too much of a good thing
Earth’s thermostat is a complex and delicate mechanism, at the heart of which lies carbon dioxide (CO2),
a colourless and odourless gas formed from one carbon and two oxygen atoms.
CO2 plays a critical role in maintaining the balance necessary to all life. It is also a waste product of the fossil
fuels—coal, oil and gas—that almost every person on the planet uses for heat, transport or other energy
needs. On dead planets such as Venus and Mars, CO2 makes up most of the atmosphere, and it would do so
here if living things and Earth’s processes didn’t keep it within its bounds… p. 5
Were it not for plants and algae, we would soon suffocate in CO2 and run out of oxygen. Through
photosynthesis (the process whereby plants create sugars using sunlight and water) plants take our waste
CO2 and use it to make their own energy, creating a waste stream of oxygen along the way. It’s a neat
sustaining cycle that forms the basis of life on Earth. p. 28
Reaction to text
Considering the text above, in what ways is a plant
a person’s best friend?
•
Complete a PMI analysis on carbon dioxide.
Plus
Minus
Interesting
2) What gas do humans and animals exhale? Write the
formula for this exhaled gas.
3) CO2 is also released as old vegetation rots. List the
ways in which CO2 is digested and released by plants
and then draw a diagram illustrating the role of plants
in the carbon cycle.
Tasks
1) During the day, plants use sunlight and water
to create their own energy—so what do they do at
night or in the absence of sunlight? The following
experiment will explain this.
Materials: Small leafy
plant, large jar with lid
(big enough to contain
the plant), small
container with
lime water
Method:
1. Place the plant inside
the large jar.
2. Fill the small container
with lime water and place
it inside the jar.
3. Close the jar and
store it in a dark place
overnight.
Graffiti Wall: Write a
statement or phrase, or
draw a graphic which
indicates what you have
learnt about CO2.
Aim: To test for carbon dioxide produced by plants
during respiration
What have I learnt?
•
Observations: What has happened to the lime
water? Why? Write a chemical equation to explain
this observation. How does this experiment show
that carbon dioxide and water vapour are produced
during cellular respiration?
41
WORKSHEET 11:
STUDENT OUTCOMES
• Understanding of the composition and effect of greenhouse gases
• Understanding of the effects of greenhouse gases on the temperature of the Earth
• Design, implementation and observations of an experiment simulating the
Greenhouse Effect
• Generation of new terms for greenhouse gases
KLA: Science
Thinking skills: Prediction, transferral of verbal information to diagram, synthesis
(designing experiment), analysis (cause and effect), fluency and creativity (devising
new terms)
Makers
CHAPTER 2 – The Great Aerial Ocean
‘Gases in the atmosphere absorb some forms of
radiative energy. In particular, greenhouse gases,
which are transparent to the visible and ultraviolet
radiation that we receive from the Sun, absorb heat
energy that is radiated by the Earth’s surface back
towards space. The greenhouse gases re-radiate this
heat energy in all directions, and some of it returns to
the Earth’s surface, making it warmer than it would
otherwise be.
42
CHAPTER 3 – The Greenhouse Gases, Chapter 17
– Danger Ahead
Materials/resources
REQUIRED: seed trays, soil, seeds, water, plastic food
wrap and thermometers
OPTIONAL: overhead transparencies, coloured pens
starters)
TASK 1: Explain the following to your students:
Greenhouse gases are natural constituents of the
atmosphere, and the natural greenhouse effect raises
the Earth’s surface temperature by 33ºC. Without this
natural greenhouse effect, the Earth’s surface would
be completely frozen. The additional greenhouse
gases added to the atmosphere by human activities
warm the Earth’s climate even further.’ Professor Will
Steffen, Director, The Fenner School of Environment
and Society, ANU
While it is tempting to draw a template for students
to copy students will learn more if they make an initial
attempt individually. Alternatively, groups could draw
their interpretation on overhead transparencies. These
can be presented to the group, discussed and revised.
Extension: Elicit suggestions from students of other
gases that are also ‘greenhouse gases’. Students could be
assigned to groups and allocated one of the ‘greenhouse
gases’ other than CO2. In these groups they could
illustrate the derivation, content and effects of their
allocated gas. The greenhouse gases are: CO2, methane,
nitrous oxide, water vapour and three fluronated gases
(sulfur hexafluoride, hydroflurocarbon, perflurocarbon).
TASK 2: The premise of the experiment could be for
the plastic wrap to act as a greenhouse gas and trap
warmth.
Extension: Students could extend the experiment
by suggesting the routine addition of CO2 to the air
contained by the plastic wrap. They may also suggest
the addition of other greenhouses gases. Students could
make predictions about the addition of these gases.
TASK 3: Introduce the students to the Cause and
Effect table (p. 4). Students should think beyond the
mere existence of CO2 and consider the proximity of
Venus to the sun, the existence of other gases etc.
Extension: Students could investigate the CO2 levels
on other planets and draw graphs representing the CO2
levels and temperatures of other plants.
You could suggest words such as ceiling, wrap,
insulation, etc. Students could compete with other
groups or complete an A-Z Brainstorm (p. 4).
!
Greenhouse gases trap heat near Earth’s surface. As they increase in the atmosphere, the extra heat they trap
leads to global warming. This warming in turn places pressure on Earth’s climate system, and can lead to
climate change…
If CO2 made up 1 per cent of the atmosphere, it could bring the surface temperature of our planet to boiling
point. p. 15
Reaction to text
What would our planet look like if the surface
temperature was at boiling point?
Tasks
Complete a Cause and Effect table to indicate the
reasons for the high temperature on Venus. Consider
all of the differences between Earth and Venus.
Cause
Effect
2) Design an experiment to show the ‘greenhouse
effect’. Your experiment should involve the following
materials: seed trays, soil, seeds, water, plastic food
wrap and thermometers. Conduct the experiment if
possible and record your results.
What have I learnt?
The term ‘greenhouse’ is
used to describe the effect
of CO2. Make a list of other
words which could be used
to explain the effect of the
gases.
1) Illustrate the existence and the effect of greenhouse
gases in a labelled diagram. Show the earth, effect of
the gases, the passage of sunlight and heat.
3) Some idea of the power greenhouse gases have
to influence temperature can be gained from other
planets. The atmosphere of Venus is 98 per cent CO2,
and its surface temperature is 477ºC.
43
WORKSHEET 12:
Oceans and sinks
STUDENT OUTCOMES
• Understanding the role of oceans in absorbing CO2
• Demonstrating an understanding of how CO2 is absorbed by sea water
• Designing an experiment to demonstrate the role of water temperature in CO2
absorption
• Summarising knowledge of the role of oceans in absorbing CO2 in the form of an
educative campaign
KLA: Science
Thinking skills: Prediction, synthesis (devising a survey and campaign), transferral of
verbal information to diagram, synthesis (designing experiment), ranking
44
Makers
information and combine this further information to
complete Task 4 as a multi-media presentation.
CHAPTER 3 – The Greenhouse Gases
TASK 3: It would be advisable to have some soft-drinks
and ice on hand if students wish to demonstrate this
or devise their experiment to directly mirror Flannery’s
comments.
Extension: Students could interpret Flannery literally
and use soft-drink cans in their experiment or devise a
more complex simulation of this idea. Students could
also come up with a list of ways of testing the acidity of
water.
CHAPTER 19 – How Can They Keep On Moving?
Chapter 15 – Rising Waters
Materials/resources
REQUIRED: soft drink cans, ice, coloured paper for
brochure
OPTIONAL: multimedia equipment
starters)
TASK 1: The answer is WATER, SOIL, ATMOSPHERE.
Ask students to consider the difference in absorbtion
potential between oceans and other large bodies of
water. You could provide students with the following
information: Atmosphere contains 750 Gigatons (GtC)
of carbon at present. Vegetation and soils in the land
contain about 2200 GtC. Surface ocean contains 1000
GtC and deep ocean contains 39,000 GtC.
Extension: Students could break down these categories
further: layers in the atmosphere (p. 16 of the book),
types of oceans or specific ocean regions, types of
soil—in terms of time or content.
TASK 2: Although it is tempting to draw a template
for students to copy, students will learn more if they
make an initial attempt individually. Alternatively,
groups could draw their interpretation on overhead
transparencies. These can be presented to the group,
discussed and revised.
Extension: Students could present their diagrams and
explain the process to a group of younger students.
They could make a multi-media presentation of this
TASK 4: Students need to be clear on the information
they are trying to present and the arguments they are
trying to persuade others to heed.
Extension: This could involve a multi-media
presentation which includes all of the information
learned in the previous three tasks.
Combine students’ questions for a quiz at the
beginning of their next class.
!
Oceans and sinks
If we take the long-term view, there really is only one major carbon sink on our planet—the oceans. They
have absorbed 48 per cent of all the carbon emitted by humans between 1800 and 1994… p. 30
Sea water also contains carbonate. It reaches the oceans from rivers that have flowed over limestone or other
lime-containing rocks, and it reacts with the CO2 absorbed into the oceans. At present there is a balance
between carbonate concentration and the CO2 absorbed. As the CO2 concentration increases in the oceans,
however, the carbonate is being used up.
The oceans are becoming more acid, and the more acid an ocean is the less CO2 it can absorb.
Before the end of this century the oceans are predicted to be taking in 10 per cent less CO2 than they do
today. In the meantime we continue to pour more and more CO2 into the atmosphere. p. 31
Reaction to text
Tasks
1) Rank the following global reservoirs in terms of the
volume of carbon they hold:
SOIL, WATER, ATMOSPHERE
2) Describe in a diagram how and why sea water
absorbs carbon dioxide.
Design and conduct an experiment to show what
Flannery means.
4) Write a brochure for an advertising campaign
called: Keep our oceans cold. Include reasons for
the focus on ocean temperature and persuasive
arguments for its importance.
Write a question for a
science test on oceans as
carbon sinks. Your question
could be a TRUE/FALSE,
multiple choice or short
answer question. You could
include diagrams to label
or ask classmates to draw a
diagram. Be creative.
What have I learnt?
Did you know the important role of sea water in
absorbing CO2? Do you think that many other people
in your family, school or community are aware of this?
Design a survey to measure what others know about
the role of the sea in absorbing CO2.
3) In his book, Flannery says ‘Scientists are worried
that changes in ocean circulation brought about by
global warming might degrade the effectiveness of
this “carbon kidney”. There are many ways that this
could happen, one of which you can see in a warm
can of soft drink. That fizz on opening the can fades
– indicating that the liquid has quickly released the
CO2 that gives it its sparkle. Cold drinks hold their
fizz longer. Cold sea water can hold more carbon than
warm sea water, so as the ocean warms it becomes
less able to absorb the gas.’ (p.30).
45
WORKSHEET 13:
STUDENT OUTCOMES
• Understanding of the characteristics and effects of water vapour
• Observing and understanding the effects of heating and cooling on water vapour
• Understanding and evaluating the role of water vapour in global warming
KLA: Science
Thinking skills: Analysis (Y Chart), observing and justification
Makers
CHAPTER 2 – The Great Aerial Ocean
CHAPTER 14 – Extreme weather, CHAPTER 13 – Rainfall,
CHAPTER 4 – Ice Ages and Sunspots
46
Materials/resources
REQUIRED: jars, rubber balloons with wide necks or a
large rubber glove, chalk dust
OPTIONAL: matches, Internet access
starters)
Reaction to text: Ensure students are familiar with a
Y- Diagram (p. 7).
TASK 1: Another method of conducting this
experiment is to use a rubber glove and insert your
hand into the fingers in order to pull the glove in
and out of the jar. Students should observe that dust
clouds form when the glove or balloon are pulled out
of the jar (and the air has more room to move and
becomes cooler) and disappear when the air is again
compressed.
Extension: This experiment can also be tried by
dropping a lit match into the jar—although having
students use chalk dust is probably safer.
TASK 2: In preparation for this task, students may find
a little research useful. The quote on p. 47 under Task 2
can be found at www.space.com/scienceastronomy/
planetearth/warmer_wetter_000128.html. One
environmentalist website includes the following
analysis of the role of water vapour:
MYTH: Water vapour is the most important,
abundant greenhouse gas. So if we’re going to
control a greenhouse gas, why don’t we control it
instead of carbon dioxide (CO2)?
FACT: Although water vapour traps more heat than
CO2, because of the relationships between CO2,
water vapour and climate, to fight global warming
nations must focus on controlling CO2.
Atmospheric levels of CO2 are determined by how
much coal, natural gas and oil we burn and how
many trees we cut down, as well as by natural
processes like plant growth. Atmospheric levels of
water vapour, on the other hand…are determined
by temperatures. The warmer the atmosphere, the
more water vapour it can hold. As a result, water
vapour is part of an amplifying effect. Greenhouse
gases like CO2 warm the air, which in turn adds to
the stock of water vapour, which in turn traps more
heat and accelerates warming. Scientists know this
because of satellite measurements documenting
a rise in water vapour concentrations as the globe
has warmed. The best way to lower temperature and
thus reduce water vapour levels is to reduce CO2
emissions.
Source: Global Warming Myths and Facts
www.environmentaldefense.org/page.cfm?tagID=1011
Students (and teachers) are encouraged to explore the
range of understandings on the subject at this website
and others mentioned on p. 16.
Extension: Put water vapour on mock trial with a
prosecutor, defence team, jury and scientific expert.
TASK 3: Ensure that students are familiar with Spider
Maps (p. 5). Alternatively, other forms of diagram
may offer a more useful visual representation for
this exercise. Students could select their own graphic
organiser on which to base their illustration and
understanding.
This could be presented as a narrative or as a
storyboard.
!
So how do CO2 and water vapour interact? As the concentration of CO2 increases, it warms the atmosphere
just a little, which allows it to retain more water vapour. This in turn magnifies the original warming. You
can think of CO2 as the lever that shifts our climate…
The difference between a desert and New York City at night is a single greenhouse gas—the most powerful of
them all—water vapour. p. 20
Reaction to text
Do you live in, or have you
travelled to a humid climate?
Complete a Y Chart to
describe the atmosphere
when it contains a high
density of water vapour.
Looks Like
Feels Like
Sounds Like
3) The interaction
between CO2, warmth
and water vapour is a
complex one. Illustrate
the relationship as a
Cause and Effect table
or Spider Map.
Spider map
Tasks
2) In a recent study of satellite data which appeared
in the science journal Nature, researchers compared
measurements of sea surface temperature, air
temperature and humidity from three satellites.
According to one of the researchers, ‘Water vapour is
really the primary greenhouse gas in the atmosphere
and has a greater influence on global warming than
carbon dioxide, but we’re not sure whether this
increase of water in the atmosphere will lead to an
increase in global warming.’
List 5 arguments to support or contradict the idea that
water vapour is responsible for global warming. Make
sure you back up your case with scientific evidence.
Imagine yourself as a water
molecule. Describe your
state in different parts of the
globe and at different times
of the year: when are you
gas, liquid, solid? Why?
Put a few centimetres of
water in the bottom of a
jar. Place a large rubber
balloon over the mouth
of the jar and leave for
10 mins. Remove the
balloon and quickly drop
some chalk dust into the
jar before replacing the
balloon. Push the balloon
into the jar a little way
and hold there before
quickly releasing it. What
happens? Why? Write
a report to explain your
observations and your
analysis.
What have I learnt?
1) Water vapour is a gas that responds very simply
to heating and cooling—or compression and
decompression. Conduct the experiment below to
demonstrate this:
47
WORKSHEET 14:
SOS: Save Our Species
STUDENT OUTCOMES
• Understanding of the species affected or likely to be affected by global warming
• Synthesis of information and evaluation of best ways to convey this information to
others to inspire action
KLA: Science
Thinking skills: Identification of information from written material, summary,
synthesis, evaluation
Makers
48
CHAPTER 10 – Peril at the Poles, CHAPTER 11 – 2050:
The Great Stumpy Reef?, CHAPTER 12 – A Warning
from the Golden Toad, CHAPTER 18 – Retreating up the
Mountains and CHAPTER 19 – How Can They Keep on
Moving?
Materials/resources
REQUIRED: World map, We Are the Weather Makers
OPTIONAL: Poster paper, coloured paper, pictures of
animals
starters)
TASK 1: Students could work in groups on particular
sections of the text. The information could then be
combined on a larger map and displayed prominently.
Extension: Students could analyse regions more closely
and make observations about the types of species being
affected in different regions of the globe.
TASK 2: Students can complete the same task for the
earlier chapters. The information can be presented as
a Cause and Effect table (p. 4).
Extension: Students can then turn the information
collected into quiz questions to test their peers. The class
can engage in a collective or individual competition.
TASK 3: The campaign can be presented in multimedia form, as a poster or brochure. Make the
assessment criteria clear and also clarify the
expectations of students in terms of the content and
level of detail.
Extension: Students can investigate equivalent realworld campaigns and non-government organisations.
Students could design their own covers. A paragraph
explaining their choice should accompany their
design.
!
SOS: Save Our Species
With so many species relocating, it’s inevitable that changes to the environment will block their way…
Tiny marine organisms called copepods, for example, have been detected up to 1000 kilometres from their
usual habitat…
With only 20 per cent of their original habitat now able to support them, [Edith’s checkerspot butterfly] may
not be around next century…
The early onset of spring activity is a key clue to climate change. In the bird world the common murre, a
Northern Hemisphere seabird, has begun to lay its eggs on average twenty-four days earlier each decade over
the period its nesting has been studied…
As some species shift rapidly in response to climate change, others are left behind. A key food item might
arrive too late to be of use to a predator, or move too far north for that predator to use it. pp. 80-81
Are you surprised to read of these changes to wildlife?
Have you heard of others?
Tasks
1) In groups read sections of Chapters 10, 11 and 12
and mark on a world map which species are affected
and where.
What have I learnt?
2) Look also at Chapters 18 and 19. List the
observations that scientists have made and the
predictions they have for the species mentioned.
3) Create a campaign titled ‘Save Our Species’. What
information would you like to convey? How will you
convey this? What observations and scientific evidence
will you present to make your case for human action?
What do you think humans should or can do to save
our species?
Links
www.worldwildlife.org/
www.environment.gov.au/biodiversity/threatened/
www.msnbc.msn.com/id/18427512/
Look again at the cover of We
Are the Weather Makers. What
is this image trying to convey?
Reaction to text
49
WORKSHEET 15:
Any other ideas?
STUDENT OUTCOMES
• Understand wind and solar energy sources and analyse their advantages and
disadvantages.
• Devise a new method for converting wind or solar energy to electricity
• Justify to an audience the benefits of investing in wind and solar energy
KLA: Science
Thinking skills: analysis, creative thinking, justification
Makers
Materials/resources
50
non-renewable energy sources.
Extension: Students could complete something as
extensive as preparing plans, designs, costings, etc.
Students could look into whether any schools in their
state use alternative energy.
REQUIRED: Coloured pencils/textas
OPTIONAL: Internet access, We Are the Weather
Makers
Students can present this information as a flow
diagram of required actions.
starters)
TASK 1: Ensure students are familiar with the process
for a SWOT Analysis (p. 6). Students may find it
useful to read Chapter 27 to complete this exercise
and will also benefit from some additional resources
on the topic. You could distribute the following
prompts to assist students or refer them to the
weblinks listed for further information.
Prompts:
• What infrastructure is required?
• How costly is the infrastructure?
• Does the source provide intermittent or continuous
power?
• How efficient is this means of producing energy?
• Are any other natural resources affected?
Extension: Students could present their analyses and
vote on whether to invest in wind and solar power.
TASK 2: Students will find searching for this idea
on the Internet useful (www.ecogeek.org/content/
view/584/), but can also rely on their imaginations.
Extension: You could conduct a ‘New Inventors’
exhibition with everyone’s designs. Students could
decide on the appropriate criteria for assessing the
inventions and then cast their votes accordingly.
TASK 3: This can be presented as either a tool for
selling this form of energy, running through the
arguments established in Task 1, or as a broader
ideological booklet, incorporating comparisons to
!
Any other ideas?
Two researchers from Princeton University in the US investigated whether the world possesses the
technologies required to run an electricity network like the one we currently enjoy, while at the same time
making deep cuts in CO2 emissions. They identified fifteen basic types of technologies…which are developed
now and could play a vital role in controlling the world’s carbon emissions for at least the next fifty years.
p. 231
Reaction to text
What have I learnt?
List four natural sources of energy and the current
technologies which convert these into electricity. Why
are they called ‘renewable energy sources’?
Think ahead to the year
2200. What sort of
technology will exist to
generate and transfer
energy? What will
governments be required
to do in order for these
technologies to exist?
Tasks
Weaknesses
Opportunities
Threats
2) Recently, a student in America
designed a freeway turbine which
is propelled by the wind generated
by cars travelling down a freeway.
Design or illustrate a new way of
converting renewable energy into
electricity—be creative!
3) Produce a booklet for consumers
looking into purchasing that form
of energy or a campaign for
governments to invest in the
energy.
1) Conduct a SWOT
Analysis which looks
at the advantages and
disadvantages of alternative
sources of energy.
Strengths
51
WORKSHEET 16:
STUDENT OUTCOMES
• Evaluating scientific evidence and arguments and their relative merit
• Evaluating methodology of a scientific experiment
• Understanding of models simulating climate change
KLA: Science
Thinking skills: Evaluation, analysis, recall, decision-making
Makers
an additional variable where CO2 is either varied or
controlled.
INTRODUCTION – What Is Climate Change?, CHAPTER 30
– Over to You
TASK 3: Remind students how to complete a
Ranking Ladder (p. 6). Students should work on
sections of the book in small groups to make the task
manageable. Alternatively, students can focus on the
information in the introduction.
Extension: Students can categorise the evidence.
Criteria can also be drawn up to try to define sound
scientific evidence. The evidence presented by Flannery
can be tested against the criteria in a Think, Pair,
Share (p. 7) or Ranking Ladder activity.
52
CHAPTER 3 – The Greenhouse Gases, CHAPTER 16
– Model Worlds
Materials/resources
REQUIRED: Introduction – What Is Climate Change?
(pp. 10–11)
OPTIONAL: We Are the Weather Makers, Internet
access
starters)
TASK 1: Ensure students are familiar with a SWOT
Analysis (p. 6). Teachers can prompt students with
questions such as: ‘Why was no change experienced?’,
‘What was missing from the micro-world?’, ‘What
could they have improved?’. There are various
websites with examples of students conducting similar
experiments. Students could read through these to
identify differences in the experiments.
www.youth.net/nsrc/ejournals/ejou023.html
www.keystonecurriculum.org/highschool/week1/
lesson_5.html
www.fi.edu/guide/otoole/datalogging.html
TASK 2: To complete this task, students really need
to have a good understanding of the concept of
‘variables’ and controls in scientific experiments.
How can CO2 be isolated as a variable? What other
variables interfere in the experiment?
Extension: Students can consider changing the controls
and variables: such as looking at methane as the
independent variable or introducing water vapour as
You could ask students to submit a statement that
reflects their beliefs about global warming. Students
could then indicate whether they agreed with each
statement. For how many statements was there
consensus across the class?
!
If everyone takes action to rid atmospheric carbon emissions from their lives, I believe we can stabilise
and then save the Arctic and Antarctic. We could save around four out of every five species currently under
threat, limit the extent of extreme weather events and reduce, almost to zero, the possibility of any of the
three great disasters occurring this century, especially the collapse of the Gulf Stream and the destruction of
the Amazon. p. 249
Even scientists don’t agree on every aspect of climate change research. We are trained sceptics, always
questioning our own and other’s work. A scientific theory is only valid for as long as it has not been
disproved. And climate change can be difficult for many people to think about calmly because it arises from
so many things we take for granted in the way we live. p. 4
Reaction to text
Tasks
1) A school in America had its
students complete a simple
experiment. They constructed
a micro-world (a small covered
model of soil and plants) and
emitted CO2 into the world each
day to increase the density of
CO2 in the atmosphere. They
measured the temperature
daily, but after 40 days had recorded no increase in
temperature. Analyse their experiment by completing
a SWOT Analysis.
Strengths
Opportunities
Weaknesses
1
2
3
4
5
6
7
8
9
10
Threats
Are you surprised to learn
that not all scientists agree?
Do you think they will ever
agree? What would have
to happen for there to be
global consensus on global
warming?
2) What do you think they were trying to prove? What
could they have done to improve the experiment? In
groups, devise a better experiment to demonstrate
the same point. Draw a picture to illustrate your
experiment.
What have I learnt?
Is there anything in the text above or in the
introduction to We Are the Weather Makers about
which you are sceptical? What evidence do you find
most convincing?
3) There is some debate about the cause
of climate change. Make a list of some of
the evidence Flannery has produced in We
Are the Weather Makers for the need for
humans to act to reduce CO2 emissions.
Complete a Ranking Ladder to rank the
evidence from most to least persuasive.
Give reasons. Do you require any further
evidence?
53
Maths Worksheets
Worksheet
Number
Title
Topic
17
Sink or swim?
Rising sea-levels
(Area)
56
18
Getting around
Emissions from car travel
(Whole number)
58
19
Ozone: the good news story?
Montreal Protocol and CFCs
(Graphs and averages)
60
20
Energy alternatives
Alternative energy sources
62
21
So a few good showers will fix it?
Rainfall shortage and percentages
64
A curriculum focus on climate change offers a number of real-world
applications for mathematical exercises. Maths is an important tool for
analysing the impact of climate change and working towards solutions. The
emphasis on Prediction, Comparison and Problem Solving skills in these lessons
offers numerous opportunities for Collaborative Learning experiences. These
lessons should encourage students to think about the science, impacts and solutions of
climate change.
Don’t forget: Student Worksheets provide the framework for lessons; Tips for Teachers pages contain
the tools you need and pointers to classroom resources. Your school was sent a free copy of We
Are the Weather Makers in 2006, which will allow you to support your lessons with direct study of
the book. See the chapter breakdown in this resource (pp. 13–14). Of course there are many other
resources which can support your lesson planning, some of which are listed on p. 16. While
these lessons are designed to stand alone, it may be worth covering Climate Change Context
and Overview (pp. 9–16) before beginning this area of study.
Page
WORKSHEET 17:
Sink or swim?
STUDENT OUTCOMES
• Analysing the potential effect of rising sea-levels
• Understanding of the concept of area and associated calculations
This class would be suitable for: Maths, IT, Geography
KLA: Maths
Thinking skills: Prediction, analysis, estimation
Makers
CHAPTER 15 – Rising Waters
Materials/resources
REQUIRED: Access to a PC and the Internet
56
OPTIONAL: Graph paper, calculator
starters)
TASK 1: Provide students with an appropriate website,
such as http://flood.firetree.net. For younger or weaker
groups, have students work on the same town. This
will make it easier for students to have discussions
when they work through some of the later tasks.
Extension: Have students research the various
predictions that exist about how high, and at what rate,
sea levels may rise.
TASK 2: To assist students with this estimation you
may wish to provide them with a sheet of graph paper.
Have students hold the graph paper on the screen
to help them work out how much of the town is now
underwater.
Extension: Ask students to look closely at the map and
to consider population density when estimating the
percentages. If large areas of the town appear to be less
densely populated than others, have students factor this
into their estimations.
TASK 3: Using the population of the town from the
Census website, and the estimate of the percentage of
the town that will be affected by the rising sea levels,
students should calculate the decrease in the town’s
population.
You may need to prompt student to generate reasons
why towns may not be as severely affected as they first
thought. For example, if the town is on a cliff face, or if
large areas of the town are used for farming etc.
!
Sink or swim?
Two out of every three people on earth live within eighty kilometres of the coast. p. 141
Climate scientists are now debating whether humans have already tripped the switch that will create an
ice-free Earth. If so, we have already committed our planet and ourselves to a rise in the level of the sea of
around sixty-seven metres. p. 134
Reaction to text
Pick out a coastal town that you know about. It might
be a capital city; it could be the coastal town closest to
you; maybe a town where somebody you know lives.
In your workbook predict the effect that a seven metre
rise in sea levels will have on the population of this
town. How many people will be displaced by the
rising sea? What about if the sea level rose 14m?
1) Log onto the website provided by your
teacher. This site will allow you to observe the
effect that the rising sea level will have on any
town within Australia up to 14 metres. Zoom
into your selected town and simulate a rise in
the sea level of seven metres.
2) Estimate the percentage of the town’s area
that is now underwater and record this in
your workbook.
3) Log onto the census website www.abs.
gov.au and look up the population of your
selected town. Using the percentage you
estimated in the last step, calculate the
effect that the rising sea level will have on
this town’s population.
What have I learnt?
In your workbook record
the difference in your initial
prediction and your actual
results. Can you come up
with an explanation for
this difference? You should
consider things like the
population size, geography
of the area, what the land is
used for.
4) Repeat the tasks above for an
increase in sea level of 14 metres.
Tasks
57
WORKSHEET 18:
Getting around
STUDENT OUTCOMES
• Reinforcing mathematical operations and understanding of whole numbers
• Self-reflection on the impact of students’ personal car travel on carbon emissions
KLA: Maths
Thinking skills: Comparison, self-reflection
Makers
CHAPTER 30 – Over to You
CHAPTER 3 – The Greenhouses Gases, CHAPTER 29
– Hybrids, Minicats and Contrails
Materials/resources
58
REQUIRED: Internet access or photocopies of a local
map of the area
OPTIONAL: Microsoft Excel
starters)
TASK 1: If students are using the computer, rather
than using paper you may wish to have them use
Microsoft Excel to compile the information gathered.
TASK 2: For a younger class or weaker students, the
Internet has a range of carbon calculators that will
perform the calculations for students. They can then
record the information into Microsoft Excel to assist
them with completing this activity.
TASK 3: You may need to remind students that most
buses can comfortably seat 45 people.
Extension: Rather than just having students calculate
the bus emissions using their own car route, have
students research actual bus routes. This will produce a
far more accurate amount of carbon emissions for bus
travel.
TASK 4: To assist students with this task have them
create a table that lists each day of the week. Students
can then record their weekly commitments, how far
they travel, how much CO2 is currently emitted in
carrying out these activities, which alternative method
of transport they are going to use, and how much this
will reduce their CO2 emissions.
Have students keep a record of when they use
alternative means of transport. After a given period,
say four weeks, have them compare their predicted
reductions with their actual reductions.
!
Getting around
It is not possible right now for most of us to do away with burning fossil fuels for transport, but we
can greatly reduce their use. Walking or riding a bicycle wherever possible—to school or work or to
the shops—is highly effective, as is taking public transport. p. 253
Reaction to text
Tasks
1) Find a map of your local area or log onto the
following website www.whereis.com and then select
the ‘get directions’ tab. This will enable you to work
out the:
•
Distance from home to school
•
Distance from home to local shops
•
Distance from home to weekly sporting events
everywhere, but there are definitely cuts that you can
make. In your workbook create a table that shows
where you go each week, what form of transport you
are going to take, and how much CO2 will be released
in the atmosphere each week.
What have I learnt?
Record these in your workbook.
2) Using the table opposite, calculate how many
kilograms of CO2 emissions you would put into the
environment each week if you were to drive a car to all
these places.
3) Again using the table provided calculate the amount
of CO2 emissions you would put into the environment
catching the bus. You may be able to look up your
local bus routes on the Internet. Remember to divide
the amount of emissions by the total number of
people that could be on the bus.
4) Using the information you have just gathered,
calculate by how much you can realistically reduce
your amount of CO2 emissions. Work out where you
can walk to, and where you can catch a bus. It is not
realistic to say you are going to walk or ride your bike
Mode:
CO2 Emissions per km
Walking
3g
Cycling
3g
Small car
150g
Medium car
190g
Large car
350g
Bus
1200g
After four weeks, record the
difference between your initial
prediction and your actual
results. Are there other ways
you might modify your routine?
In your workbook list the different methods of
transport you use to get around in your daily
activities. Think about how you get to and from
school, to the local shops, to friends’ houses or your
extra-curricular commitments such as sport or music
lessons.
Australasian Campuses Towards Sustainability
59
WORKSHEET 19:
STUDENT OUTCOMES
• Understanding of whole numbers, graphing, calculating averages
• Comparing the effects of CFCs and CO2
• Understanding of the effects of the Montreal Protocol on global CFC emissions
KLA: Maths
Thinking skills: Comparison (Venn Diagrams)
Makers
CHAPTER 22 – The Story of Ozone
CHAPTER 23 – The Road to Kyoto
60
Materials/resources
OPTIONAL: Graph paper, calculators, Microsoft Excel
starters)
TASK 1: If students have access to a computer it may
be easier for them to use Microsoft Excel to create this
line graph.
Extension: Ask students to research and compare the
level of the thinning in the ozone layer in different states
of Australia.
TASK 2: Depending on the year level of the class
they may need some direct instruction as to how to
calculate an average.
TASK 3: Remind students how to put together a
Venn Diagram (p. 7). The idea of the diagram is
for students to realise that we are still dealing with
the damage caused by CFCs prior to the signing of
the Montreal Protocol. Students should be working
toward the conclusion that both CFCs and CO2 have
a long-lasting effect on our atmosphere, and that even
if we reduce our current CO2 emissions we will be
dealing with the effects of these for a long time yet.
Have students research the Kyoto Protocol, and what
this protocol aims to have achieved by 2050.
!
Without ozone’s very high sun-protection factor, UV radiation would kill you fast, by tearing
apart your DNA and breaking other chemical bonds within your cells. p. 198
Tasks
1) The table opposite outlines the average size of the
thinning in the ozone layer from 1980–2006. Create a
line graph that shows how the size of the ozone has
changed over the last 26 years.
3) The Montreal Protocol was signed by a number
of countries in 1987. Assuming that the signing of
this protocol helped to drastically reduce the amount
of CFCs being released into the atmosphere, and
from the graph you created, what conclusions can
you draw about CFCs and their lasting effect on our
atmosphere. Using a Venn Diagram, compare and
contrast CO2 and CFCs.
0.0
2.5
1.25
6.5
10.0
12.4
16.25
12.5
21.25
11.0
21.0
19.8
19.9
23.0
24.75
23.5
23.6
23.0
27.4
24.8
27.5
25.0
15.0
27.5
20.0
25.0
NASA
What have I learnt?
The ‘hole’ in the ozone layer is
a good news story. In the 80s
scientists proved that the CFCs we
released were damaging the earth.
Since then we have been phasing
out CFCs and the damage we did
is starting to repair itself. What
things can we be doing to reduce
the damage that CO2 is having on
our environment?
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
Size (millions of km2)
2) Recent studies suggest that the thinning in the
ozone layer has stabilised and could even be starting
to repair itself. Assuming that the spread of the
thinning in the ozone layer has indeed peaked, at
27.5 million square kilometres, calculate the average
amount the ozone has reduced since 2000, and based
on this calculation how long it will take to repair itself.
Year
61
WORKSHEET 20:
Energy alternatives
STUDENT OUTCOMES
• Understanding of alternative energy sources
• Applying problem-solving strategies to a real scenario
KLA: Maths
Thinking skills: Collaborative Learning (Think, Pair, Share)
Makers
CHAPTER 28 – Nuclear
Materials/resources
REQUIRED: An electricity bill
OPTIONAL: Internet access
starters)
TASK 1: Depending on the ability level of the class
you may wish to use your own bill to provide students
with some basic, but realistic figures to work with.
Alternately, to create a greater sense of relevance,
students may be asked to bring in their own bill
from home. You may wish to have some discussion
identifying and clarifying high and low usage.
TASK 2: Rather than explicitly teach students the
calculations they need to complete, provide students
with prompts to generate their own methods.
• ‘What information do we have?’
• ‘What additional information do we need?’
• ‘How do we work out the additional information?’
Once you have allowed students sufficient time to
complete these questions, use the Think, Pair,
Share approach (p.7) to allow students to share the
different methods they have used. As a class, decide
upon the most efficient method that could be used for
future calculations.
TASK 3: Encourage students to explore different
methods to perform this calculation. Provide students
with paper to draw pictures, or blocks to assist
working this out. Again provide students with the
opportunity to share the method they use to solve the
problem.
TASK 4: The base of one wind turbine occupies about
25 square metres. The blades would require between
62
4,000 square metres and 10,000 square metres.
However, the land beneath the blades is still available
for grazing or cropping.
Encourage students to consider how our energy
requirements will fall, if sustainable living practices
become mainstream. Have students research other
forms of sustainable energy, and the costs associated
with these.
!
Energy alternatives
Two researchers from Princeton University in the US investigated whether the world possesses the
technologies required to run an electricity network like the one we currently enjoy, while at the same time
making deep cuts in CO2 emissions.
They identified fifteen basic kinds of technologies, from sequestration to wind, solar and nuclear power, which
are developed now and could play a vital role in controlling the world’s carbon emissions for at least the next
fifty years. p. 231
Solar System
Cost (including installation
and govt. rebates)
Estimated annual savings
on power bill
CO2 emissions cut per year
1.05KW system
$10, 950
25% low usage
1.232 tonnes
16% high usage
1.5KW system
$17, 000
24% high usage
1.86 tonnes
38% low usage
2.0KW system
$22, 300
32% high usage
3.26 tonnes
50% medium usage
Tasks
1) Bring in an electricity bill from home, or use the one
provided by your teacher. Assume that the bill is an
average monthly or quarterly bill. Calculate the total
cost of power for a year. In your workbook calculate
the annual saving each of the above systems would
provide to the bill you are working with.
2) The time taken to pay for a system like this, using
only the savings that the system provides is known as
the payback period. Calculate the payback period for
each of the above systems. Use your problem solving
skills to assist you.
i) What do you know ?
iii) Which math skills will you need to use to come
up with your solution?
3) Wind power is another sustainable form of
energy available in Australia. Wind turbines capable
of producing 1MegaWatt (MW) of power are
widely available. On average Australia uses
approximately 80,000 MW of power per year.
Calculate how many wind turbines would be
required to provide all of Australia’s power.
4) How much land would need to be provided
for the amount of wind turbines calculated
in question 3? Once you have your answer,
compare it with the person sitting next to you. Share
the methods you used to get the answer, and then
decide which one was the most accurate.
What have I learnt?
Consider the assumptions you’ve
made about our energy consumption
when completing these tasks. What
might our energy requirements be
in 20 years time? Research other
forms of sustainable energy, and
the costs associated with these.
ii) What else do you need to work out?
5) Compare the cost of wind power for each kilowatt
per hour to the average wholesale price of fossil fuel
electricity for each kilowatt per hour. Using the power
bill you used in question one, calculate how much
more expensive at current usage rates it would be to
use wind power.
www.healthyhabitat.com.au
63
WORKSHEET 21:
STUDENT OUTCOMES
• Understanding of the long-term effects of rainfall shortage
• Demonstrate ability to work with percentages and related calculations
This class would be suitable for: Maths, Geography
KLA: Maths
Thinking skills: Problem-solving, prediction
Makers
CHAPTER 14 – Extreme weather
percentage of inflow that might be expected to run
into catchment areas. Using this figure have students
calculate how long it will take for the water storage
areas to return to 100%.
CHAPTER 13 – Rainfall
64
Materials/resources
OPTIONAL: Calculators, Internet access
starters)
TASK 1: Students may need direct teaching on how to
calculate percentages.
TASK 2: Rather than direct students as to which
calculations they will need to perform to derive the
answer, provide students with question prompts and
have them generate their own method for solving the
problem. You may wish to use the following types of
questions to help students with this:
• ‘What information do we already have?’
• ‘What extra information do we need?’
• ‘What are we trying to achieve?’
Have students share the methods that they have
used. As a class group, decide upon the most efficient
problem solving methods.
TASK 3: Through class discussion direct students to
the idea that after long periods of drought the ground
needs to be re-wet before run-off occurs, and that the
rainfall does not always fall over the catchment areas.
Are there other variables to consider?
Extension: Ask students to predict the annual average
water consumption in 20 years’ time, taking into
account better efficiency measures offset against
population growth.
TASK 4: Ask students to research current annual
rainfalls for your closest capital city. Work out what
percentage of the average annual rainfall this equates
to. Using this percentage, have students calculate the
Using a Think, Pair, Share approach (p. 7)
encourage students to think of ways that water
could be “imported” into these capital cities. You
may wish to encourage students to think of other
ways that water could be harvested. Rainwater tanks,
desalinisation, the air.
Extension: Max Whisson has developed an idea to
harvest water from thin air. Using the Internet have
students research Max’s idea. Have students come up
with a Venn Diagram (p. 7) that compares Max’s idea
with a desalinisation plant.
!
There is hardly a city in Australia that is not facing a water crisis of some sort. p. 120
In April 2007, the majority of capital cities on Australia’s east coast were under some sort of water restriction. The
table below shows the effect the drought had on these cities’ water storage levels.
Capacity (ML)
Actual (ML)
% Available
Melbourne
1 733 000
540 810
Canberra
207 379
62 213
Sydney
2 584 000
980 170
Brisbane
1 760 050
347 023
City
Average annual inflow into
catchments (ML)
2006 inflow into catchment
areas (ML)
Average annual
consumption (ML)
Melbourne
521 900
166 172
391 600
Canberra
190 000
22 000
65 000
Sydney
1107 000
805 514
649 700
Melbourne Water, ACTEW, Sydney Catchment Authority, SEQWater
What have I learnt?
1) Complete the first table above by calculating the
actual amount of water as a percentage of the water
storage capacity, for each of the capital cities.
Rainfall and the water
it provides is one our
most reliable resources.
Everything on planet Earth
needs water to survive.
Think about what would
happen in your town if
the water dried up. Using
a Think, Pair, Share
approach come up with
some ways that these towns
could continue to support human life.
2) Using the information provided above calculate the
2006 inflow as a percentage of the average annual
inflow.
3) According to the figures, Sydney is the only capital
city that received enough inflow into catchment areas
in 2006 to meet the city’s consumption
needs. Based on the 2006 inflow
information calculate how long it would
take to return Sydney’s water storage levels
to 100%.
4) Based on the information provided,
Melbourne and Canberra did not receive
enough inflow into catchment areas to
meet the cities’ water consumption needs. Using
the 2006 inflow information,
calculate how many years it would take
for these cities to run out of water.
Tasks
City
65
IT worksheets
Worksheet
Number
Title
Topic
22
Is it true…well is it?
Evaluation of websites
68
23
Geose…Huh?
Internet Search Engines
Geosequestration
70
Computer usage and skill growth can be incorporated into any of the
learning areas covered by this resource. The following lessons focus on
students’ research skills with a particular emphasis on IT. They should encourage
students to think about the science, impacts and solutions of climate change.
Don’t forget: Student Worksheets provide the framework for lessons; Tips
for Teachers pages contain the tools you need and pointers to classroom
resources. Your school was sent a free copy of We Are the Weather Makers
in 2006, which will allow you to support your lessons with direct study of
the book. See the chapter breakdown in this resource (pp. 13–14). Of course
there are many other resources which can support your lesson planning,
some of which are listed on p. 16. While these lessons are designed to stand
alone, it may be worth covering Climate Change Context and Overview (pp.
9–16) before beginning this area of study.
Page
WORKSHEET 22:
STUDENT OUTCOMES
• Evaluation of websites according to self-generated criteria
• Critical analysis of web-based information
KLA: Information Technology
Thinking skills: Collaboration (Think, Pair, Share), Comparison (Venn Diagram),
Analysis (PMI)
Makers
CHAPTER 14 – Extreme Weather
Materials/resources
68
These are the things that students should be looking
for when they validate whether or not the information
published on the Internet is from a reliable source.
TASK 3: Along with anything else that students come
up with, a sample checklist should include at least the
following things:
•
Does the website come from a reliable source?
(Check website extension)
•
Is the author’s name visible?
TASK 1: This task uses search engines, and is closely
linked to Worksheet 23: ‘Geose…huh?’. You may wish
to complete ‘Geose…huh?’ prior to completing this
worksheet.
•
Are the author’s contact details visible?
•
Is the date the website was published visible?
•
Is the date the website was last updated visible?
As students search for these domain name types,
encourage them to think about the organisations
associated with these extensions and their motives for
publishing information on the web. For example .com
is a commercial organisation, why have the publishers
created this website?
•
Does the site look professional?
starters)
Once students have gathered their definitions and
ranked them, facilitate a class discussion about
students’ justification for these rankings. Direct
students to the idea that information from a .edu or a
.gov website is more reliable than a website with the ~
extension (an individuals web space).
TASK 2: Using the students’ Venn Diagrams (p. 7)
or a Question Matrix (p. 6) and class discussion,
tease out the idea that a book is often considered a
more reliable source of information because:
•
The book has been published by a publisher who
has invested a significant amount of money into
the book
•
The author’s name is clearly visible
•
The date the book has been published is easy to
locate
•
The contact details of the publisher are available to
anyone who has a query about the information in
the book.
The final thing you should encourage students to think
about is that they should never rely on information
from just one source. Use journal articles, books,
television or other sources to back up the information
they discover on the Internet.
Provide students with the following statement.
‘There is very little regulation of the information
that is published on the Internet. Quite often
when researching a controversial topic using the
Internet two opposing opinions can be found.’
Have students research what information is regulated
on the Internet. Have students create a PMI (p. 5)
about regulating information published using the
Internet.
!
In 2003 climate scientists announced that, over just a few years, the tropopause (the boundary in the
atmosphere between the troposphere and the stratosphere) had risen by several hundred metres. The cause
was both warming and expansion of the troposphere due to extra greenhouse gases, as well as cooling and
contraction of the stratosphere due to ozone depletion.
Reaction to text
What have I learnt?
How do you think the effects humans have had on the
atmosphere are changing our weather patterns? Log
on to Google and enter the following phrase, ‘global
warming vs cyclic weather’. In your workbook record
how many sites your Google search returned. Read
through some of the different sites, and think about
the opinions expressed within them in regard to this
topic.
Look at the websites that
Flannery has listed in the
back of the book. Using your
checklist, test the reliability of
the websites.
Tasks
1) Using your favourite search engine, look up the
meaning of the different website extensions, e.g .com,
.org, .gov, .au, .uk, .edu, ~, . After you have researched
the definitions of these, think about which of these
would be the most reliable source of information.
Rank them from most to least reliable.
3) Using the Think, Pair, Share approach, your
venn diagram and the list and ranks of the website
extensions, create a checklist that you could use to
check the validity of websites.
2) Books are often considered a more reliable resource
than the Internet for a number of reasons. Create
a Venn Diagram that compares and contrasts
websites and books. Think about the types of things
that books have that make them a more reliable
source of information.
As you have just seen, debate does exist as to whether
or not climate change is a result of man, or is due to
cyclic weather patterns. Millions of differing views,
opinions and so-called facts are published on the
Internet, so how do we make informed choices as to
which information is reliable?
69
WORKSHEET 23:
Geose…Huh?
STUDENT OUTCOMES
• Demonstrate the ability to use Internet search engines efficiently
• Understanding of geosequestration and other coal-related technologies
This class would be suitable for: IT
KLA: Information Technology, Geography
Thinking skills: Fluency (A-Z Brainstorm)
Makers
students to only viewing sites when they have reduced
the number of sites returned to less than 25.
CHAPTER 25 – People in Greenhouses Shouldn’t Tell
Lies
70
CHAPTER 27 – Bright as sunlight, Light as wind,
CHAPTER 28 – Nuclear
Materials/resources
starters)
TASK 1: Ensure that students are familiar with the
A-Z Brainstorm (p. 4). To encourage students to
generate original words you might organise students
to work in pairs. Allow each pair to select a word for
each letter from their list that they think no one else
will have selected. If the pair generates an original
word, allocate them with a point. The pair with the
most points after you have gone through the lists can
win a reward.
TASK 2: The search operators and an explanation of
these can be found at
www.google.com.au/intl/en/help/refinesearch.html
You may wish to have students read through these
before attempting this task. The idea of this task is
for students to see that the number of sites returned
is greatly reduced, and that these sites are now more
relevant to the topic of coal and CO2 emissions. You
may also wish to have a discussion with students
about logic operators and the importance they play in
computer programming.
Extension: Students can complete this activity using an
alternate search engine and compare results.
TASK 3: Students can do this in their books for you to
collect or save to the computer for you to view later.
Extension: To ensure that students understand the
operators and how they work, you may want to restrict
Once the class has already demonstrated an
understanding of coal-power and the effect it has
on CO2 emissions you may wish to refine the
A-Z Brainstorm to words that revolve only around
this topic and have students generate at least three
words for each letter.
!
Geose…Huh?
The coal industry is promoting the idea of pumping CO2 underground in order to take it out of the
atmosphere. The process known as geosequestration—it means hiding in the earth—is simple in its
approach: the industry would bury the carbon that it had dug up. p. 218
Reaction to text
Create an A-Z Brainstorm that lists different words
related to the topic of coal, and what you know about
the effect that burning coal has on CO2 emissions.
d) What advantages does the coal
industry suggest are associated with
geosequestration?
e) Research alternatives to geosequestration for
the storage of carbon.
Tasks
It would take forever to search through all of these
sites to gather information, and there is no guarantee
that the information we require will be found on these
sites. The google search operators allow us to refine
our search by searching for exact sentences, searching
for a group of words that relate to a particular topic, or
searching for some words, and excluding others. The
table below shows the symbols we need to use to do
this.
‘ ’
Find the exact phrase contained in
between the talking marks
+
With all of the words after each ‘+’
symbol
-
Without the word after the ‘-’ symbol
With at lease one of the words after ‘or’
2) Use these operators to combine, or exclude words
on your brainstorm list to find specific information
about burning coal and CO2 emissions.
3) Practice using your search techniques to find
answers to the following questions. To ensure you get
relevant sites returned for your search try and get your
search results to fewer than 100 sites
a) Describe the process of geosequestration
b) What is coal gasification?
Or
1) Using your brainstorm list take five minutes to enter
some of these individual words into Google to gather
some basic information on the topic. As you use these
words to search, note how many search results come
back from Google.
c) What are some of the problems associated
with geosequestration?
71
Classroom resources
RESOURCESN
Plus
74
Minus
Interesting
RESOURCESN
Weaknesses
Opportunities
Threats
Strengths
75
RESOURCESN
Looks Like
76
Feels Like
Sounds Like
RESOURCESN
1
2
3
4
6
7
9
10
8
5
77
RESOURCESN
Cause
78
Effect
RESOURCESN
Spider map
79
80
WHAT IS?
WHAT DID?
WHAT CAN?
WHAT WOULD?
WHAT WILL?
WHAT MIGHT?
Present
Past
Possibility
Probability
Prediction
Imagination
Event
Choice
WHICH IS?
WHICH DID?
WHICH CAN?
WHICH
WOULD?
WHICH WILL?
WHICH MIGHT?
WHERE/ WHEN
IS?
WHERE/ WHEN
DID?
WHERE / WHEN
CAN?
WHERE / WHEN
WOULD?
WHERE / WHEN
WILL?
WHERE / WHEN
MIGHT?
WHO IS?
Person
WHO MIGHT?
WHO WILL?
WHO WOULD?
WHO CAN?
WHO DID?
Situation
WHY MIGHT?
WHY WILL?
WHY WOULD?
WHY CAN?
WHY DID?
WHY IS?
Reason
HOW MIGHT?
HOW WILL?
HOW WOULD?
HOW CAN?
HOW DID?
HOW IS?
Means
RESOURCESN
RESOURCESN
81
RESOURCESN
82
itie
s
Differences
SUBJECT
ila
r
Differences
Sim
RESOURCESN
SUBJECT
83
84
Strongly disagree
Disagree
Slightly disagree
Neutral
Slightly agree
Agree
Strongly agree
Worm evaluation
RESOURCESN
RESOURCESN
85
86
What do I Know?
What have I Learnt?
RESOURCESN
RESOURCESN
87

thinking about climate change

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